THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT OF SPEAKING SKILL FOR THE SECOND SEMESTER STUDENTS AT MUHAMMADIYAH The Implementation Of Authentic Assessment Of Speaking Skill For The Second Semester Students At Muhammadiyah University Of Surakarta 2016/2017

THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT OF SPEAKING SKILL FOR THE SECOND SEMESTER STUDENTS AT MUHAMMADIYAH

UNIVERSITY OF SURAKARTA 2016/2017 ACADEMIC YEAR

PUBLICATION ARTICLE

Submitted as a Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education

in English Department by:

MEGA PLATINA NINGRUM A 320 120 198

FACULTY OF TEACHER TRAINING AND EDUCATION MUHAMMADIYAH UNIVERSITY OF SURAKARTA

i APPROVAL

1

Mega Platina Ningrum. A320120198. THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT OF SPEAKING SKILL FOR THE SECOND SEMESTER STUDENTS AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2016/2017 ACADEMIC YEAR. Research Paper. Muhammadiyah University of Surakarta. 2016

Abstrak

Penelitian ini bertujuan untuk menjelaskan penilaian otentik yang difokuskan di dalam kelas berbicara dan mengungkapkan masalah yang dihadapi oleh dosen di dalam menilai berbicara mahasiswa semester dua Jurusan Bahasa Inggris. Penelitian ini menggunakan penelitian deskriptif kualitatif yang meliputi dua kelas pada mahasiswa semester dua Jurusan Bahasa Inggris. Data dalam penelitian ini meliputi analisis dokumen dari dosen tentang cara menilai penilaian otentik dan teknik penilaian seperti instrumen penilaian, naskah wawancara, dan catatan lapangan.Data dianalisis dengan menggunakan teori penilaian otentik oleh O'Malley dan penilaian keterampilan berbicara oleh Brown. Dari temuan itu dapat dikatakan bahwa penilaian otentik digunakan oleh dosen untuk menilai berbicara pada mahasiswa semester dua Jurusan Bahasa Inggris.

Temuan dari penelitian ini dijelaskan sejalan dengan rumusan masalah. Pertama, ada empat teknik penilaian otentik yang digunakan oleh dosen untuk menilai berbicara yaitu wawancara langsung, demonstrasi, pengamatan guru dan proyek dan menilai kemampuan berbicara siswa. Kedua, peneliti menemukan bahwa terdapat lima masalah yang dihadapi oleh dosen ketika menilai berbicara menggunakan penilaian otentik yaitu penilaian otentik mempengaruhi proses mental siswa, tidak semua siswa siap secara teknis, beberapa siswa tidak paham dengan umpan balik dosen, beberapa siswa mengalami kesulitan dalam membuat naskah dan siswa cenderung menggunakan bahasa tidak sopan ketika melakukan percakapan. Aspek pragmatik telah diprioritaskan oleh dosen, tetapi siswa tidak menggunakan cara yang sopan. Dengan demikian, penulis menyatakan bahwa teknik penilaian digunakan oleh dosen dan apakah teknik tersebut efektif.

Kata kunci: penilaian otentik, berbicara

Abstracts

This research aims at describing the authentic assessment focused in speaking class and revealing the problems faced by the lecturer in assessing speaking of the second semester students in English Department. The study used descriptive qualitative research which includes two classes of second-semester students at English Department. The data in this study were: document analysis of the ways lecturer assess authentic assessment and technique of assessment such as assessment instrument, script of interview, and fields note. The data are analyzed by using theory of authentic assessment by O’Malley and speaking skill assessment by Brown. From the findings it can be said that the lecturer used authentic assessment to assess speaking in second semester students.

The finding of the research are described in line with the problem statements. First, there are four techniques of authentic assessment used by the lecturer to assess

2

speaking namely oral interview, demonstration, teacher observation and project. Second, the researcher found that five problems faced by the lecturer when assessing speaking uses authentic assessment such as authentic assessment becoming mental process, not all the student are ready technically, some students do not clearly understand about the feedback, some student finds difficulties to make their script and the student tends to use rather impolite ways in the conversation . The pragmatic aspect has been prioritized by the lecturer, but the students do not use polite manner. Thus, the researcher states the techniques of assessment used by the lecturer and whether they are effective and the students behave politely when they speak really well or they use polite language.

Keyword: authentic assessment, speaking, 1. INTRODUCTION

Assessment becomes very important issue in education because in the learning process, assessment is needed by the lecturer to evaluate the development, ability and responsibility of the students. There is a massive progress in assessment of education. The usual assessing technique is in the form of multiple-choice test. When multiple choice is considered not appropriate to achieve the objective of the learning then lecturer will try to find another alternative. Afterwards, the lecturer will focus on the activity done in the classroom. Alternative assessment encompasses amount of methods to find what students know to show progress and information as the learning and teaching materials.

The essence of assessment in educational stage based on authentic assessment concept is a process of collecting data which can give an overview of students’ progress. Lecturer could know the students progress in learning process in the classroom. If the data collected by lecturer indicate that students are facing problem in learning, lecturer soon takes the right action. This description of the learning progress is very much needed along the learning process.

Authentic assessment monitor and measure the capability of students in many kinds of posibilities of solving problems that they face in real world. In learning process, authentic assessment measures, monitors and assesses all aspects of student learning result. Authentic assessment process states how students work and learn in the classroom. In other words, students are demanded to work cooperatively with other students. Students are involved in interesting, important and beneficial tasks, and students are also demanded to be creative and think critically.

An assessment is considered to be important in learning process, so lecturerwould know how far the capability of students in mastering the lesson. When implementing the authentic assessment to check the result achieved from each student, lecturer implements the related criteria: construction of knowledge, activity of observing and experimenting, and also achievement outside of school. In authentic assessment, involving students is the most important thing. In assumption, students can do learning activities better when they know how to be assesed. Through authentic assessment, students are involved in thinking

3

critically to develop ideas and their knowledge. Students are not only assesed by their own prior knowledge, but also by skills and daily activity. Students who are clever in terms of academic references might not have skills and good behaviour in daily life and vice versa. That is why authentic assessment is urgent to be implemented to guide students not to have knowledge only but also high skills and good behaviour.

Authentic assements may include individual as well as group tasks. Authentic assessment focuses on meaningful goals, so the students learns to use their minds well. The scoring of authentic assessment is not easy, the lecturer must listen and see the students’ project. In English subject, authentic assessment should also be implemented in the speaking skills.

Speaking is one of four skills in language learning that is very important. Through the speaking activity, people can communicate with the other people. Meanwhile, it is not easy way to make students mastering in this skill. Hornby (1995:37) states that through speaking language learners will be judged upon most in real life situation. Fauziati (2010:15) points out that “mastering the art of speaking is the single most important aspect of learning a second or foreign language and success is measure in term of ability to carry out a conversation in the language”. In oral test, the student needs accuracy and effectiveness that is the reliability and validity of an oral production test. An oral production test consists of speaking and reading skills. The students need to pay attention to pronounciation, fluency, and diction.

In speaking aspect, the lecturer assesses student’s speaking appropriate with the principles of authentic assessment. The lecturerusesauthentic assessment to assessing students speaking skills such as oral interview, project, portfolio, experiment and etc.

In other words, authentic assessment focuses on the ideas and answers directly from the mind while non authentic assessment focuses on test, examination and tasks. Example of authentic assessment techniques include performance assessment, portfolio and self assessment.

In this research, the researcher is interested in conducting a research on the result of the student’s speaking class for second semester students at Muhammadiyah University of Surakarta. In this research the researcher want to know the students’ ability in authentic assessment in teaching speaking. Considering the thing above, the researchers wants to conduct a research entitled THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT OF SPEAKING

CLASS FOR THE SECOND SEMESTER STUDENTS AT

MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2016/2017 ACADEMIC YEAR.

2. RESEARCH METHOD

In this research the researcher uses descriptive qualitative research. In this research the researcher finds out the description about the implementation of authentic assessment used by the lecturer in speaking subject students in Muhammadiyah University of Surakarta.

4

The object of this research is the implementation of authentic assessment of speaking class for the second semester students at Muhammadiyah University of Surakarta

The data in this study were: document analysis of the ways lecturer assess authentic assessment and technique of assessment such as assessment instrument, script of interview, and fields note. In this study there were three sources of data: (1) Document of the assessment instrument (2) Informant, the speaking lecturer and students of speaking subject (3) Field note, the note taken during the observation.

In analyzing the data, the researcher uses channel method. To analyze the collected the data, the researcher takes these following steps:

a. The collected datas are reduced, summarized, selected and focused to the significant matter which appropriates to the focus theme.

b. The researcher analyzes the problem and then presents the data in the paper. c. The researcher draws the conclusion.

3. RESEARCH FINDING AND DISCUSSION

1.1 The Implementation of Authentic Assessment Used by the Lecturer a. The Techniques of Authentic Assessment Used by the Lecturer

1) Oral Interview: Curriculum Vitae

The oral interview is conducted to reveal the students personal background, activities, readings, and interest. The students respond orally to the questions about a range of topics. In this type of speaking assessment, the lecturer can provide the principle of “impromptu” which means the student produces the spoken expression in the time when the lecturer interviews him/her. It guarantees the genuine of the students language performance. 2) Demonstration: Mini Drama

Demonstration is used to assessed the students abilities to express their oral English based on the given situation in the form of Mini Drama. In this type of speaking assessment, the lecturer provide the principle in which the student produces the spoken expression in the time. The sentences or utterances are produced by each student based on the plot.

3) Teacher Observation: Spontaneous Conversation

Spontaneous conversation is the third technique used by the lecturer. In this technique, the lecturer involve the students in a spontaneous conversation. In this type of assessment, the lecturer wants to measure the students ability in expressing response spontaneously. The lecturer also gives a feedback to the students’ ability such like grammar, pronunciation, gesture, intonation, etc. 4) Project: Theme of Religious Video

The word “project” speaking session is defined as an activity or an assignment given by the lecturer which needs a prior preparation before its performed for example: student have to perform a story for a drama in which they need to prepare their properties. In this

5

type of speaking assessment, the lecturer does not want to use the impromptu technique because the lecturer wants a planned speaking practice.

b. Procedure of Implementing of the Authentic Assessment

The procedure of the implementation of authentic assessment is clear and sistematic. Usually the lecturer assesses the student’s speaking by giving score and feedback with pen. Then, the assessment instrument is given back to the students. It is done by the lecturer in order that the student knows the mistake. The lecturer assesses student’s assessment instrument and analyzes the result of assessment. Then, in final semester the lecturer calculates the student’s total score in a report. c. Determining the score

The lecturer usually determines students score in speaking skill with some consideration. The aspect covers vocabulary, grammar, fluency, pronunciation because it so important in speaking skill process. Based on the theory, to score the students speaking ability, the lecturer should used rubric score. An ideal rubric score should cover the aspects, criteria, and the score.Rubric score contains the criteria to score the student’s speaking abilities. Scoring criteria for speaking arranged by the lecturer is actually appropriate with the scoring of speaking introduced by Brown. They are: Fluency and Coherence, Lexical Source, Grammatical Range, and Pronunciation. The aspects of scoring are similar with the theory of Brown although Brown uses different terms, they are: grammar, vocabulary, comprehension, fluency, pronunciation, and task.

3.2. The Problem Faced by the Lecturer In Assessing Speaking While Implementing of Authentic Assessment

a. Authentic Assessment becoming mental process for the student

The implementation of authentic assessment can become a mental process for the students. Mental process for the students consist of positive and negative impact for the students.

b. Not all the students are ready technically

The students are not ready technically for their preparation. In students’ tasks from speaking class, the lecturer asks the students to prepare the material for a week but the students do not preparethe material, it is not an effective for the time.

c. Some students do not clearly understand about a feedback

When the lecturer had written the student’s score in assessment instrument, some students do not clearly understand about their mistake and the feedback by the lecturer. The students will come to the lecturer and asks what the student’s mistake and the feedback.

d. Some student finds difficulties to make their script

When the student makes the dialogue, the student finds it difficult to find the appropriate words or terms they want to use. The content of story

6

sometimes quite clumsy. The student make the dialogue by using the word that they know.

e. The student tends to use rather impolite ways in the conversation

When the student does the conversation with the lecturer, they tend to speak improper words and it’s due to their lack of vocabularies. It may be they do not understanding how to make utterances politely.

4. CONCLUSION

Based on the research finding and discussion, the researcher presents the conclusions as follows:

There are four techniques of authentic assessment used by the lecturer to assess the students speaking ability, they are: classroom’s activities such as demonstration, oral interview, project, and teacher observation. In teaching learning process, the lecturer uses assessment instrument to assess the student’s speaking skill. The lecturer can assess the students and give a feedback to the students after the students present their performance.

The procedure of the implementation of authentic assessment is clear and sistematic. The lecturer usually determines students score in speaking skill with some consideration. The aspect covers vocabulary, grammar, fluency, pronunciation because they are so important in speaking skill process. Based on the theory, to score the students speaking ability, the lecturer should use rubric score. An ideal rubric score should cover the aspects, criteria, and the score.

Based on the interview and observation, there are some problems faced by the lecturer in assessing speaking while implementing of authentic assessment. First, the implementation of authentic assessment can become a mental process for the students. Mental process for the students consists of positive and negative impacts for the students. Second, the students are not ready technically for their preparation. In students’ tasks from speaking class, the lecturer asks the students to prepare the material for a week but the students do not prepare the material, it is not effective for the time. Third, some students do not clearly understand about a feedback. When the lecturer does the written assessment, some of the student do not clearly understand what the lecturer has written on the pages and the student needs to confirm and come to the lecturer to discuss it. Many students have not enough confidence to come and see what is going on. Fourth, some students find difficulties to make their script. When the students make a dialogue, the students find it difficult to find the appropriate words or terms they want to use. Fifth, the students tend to use rather impolite ways in the conversation. When the students do the conversation with the lecturer, they tend to speak improper words and it’s due to their lack of vocabularies. It may be they do not understand how to make utterances politely.

The lecturer can use the result of this research to add lecture’s knowledge on how to assess the student’s speaking skill and a pragmatic aspect which is need added in rubric score. Therefore, for other researchers who consider conducting such authentic assessment in assessing speaking in order to be better and perfect. For the readers, can understand more about authentic assessment especially in implementing the student’s speaking in teaching learning process.

7 BIBLIOGRAPHY

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy. USA: Longman.

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom

Practices. USA: Longman.

Fauziati, Endang. 2010. TEFL. Surakarta: PT. Era Pustaka Utama.

Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press.

O’ Malley, J. Michael and Pierce, Lorraine Valdez. 1996. Authentic Assessment for

2

speaking namely oral interview, demonstration, teacher observation and project. Second, the researcher found that five problems faced by the lecturer when assessing speaking uses authentic assessment such as authentic assessment becoming mental process, not all the student are ready technically, some students do not clearly understand about the feedback, some student finds difficulties to make their script and the student tends to use rather impolite ways in the conversation . The pragmatic aspect has been prioritized by the lecturer, but the students do not use polite manner. Thus, the researcher states the techniques of assessment used by the lecturer and whether they are effective and the students behave politely when they speak really well or they use polite language.

Keyword: authentic assessment, speaking, 1. INTRODUCTION

Assessment becomes very important issue in education because in the learning process, assessment is needed by the lecturer to evaluate the development, ability and responsibility of the students. There is a massive progress in assessment of education. The usual assessing technique is in the form of multiple-choice test. When multiple choice is considered not appropriate to achieve the objective of the learning then lecturer will try to find another alternative. Afterwards, the lecturer will focus on the activity done in the classroom. Alternative assessment encompasses amount of methods to find what students know to show progress and information as the learning and teaching materials.

The essence of assessment in educational stage based on authentic assessment concept is a process of collecting data which can give an overview of students’ progress. Lecturer could know the students progress in learning process in the classroom. If the data collected by lecturer indicate that students are facing problem in learning, lecturer soon takes the right action. This description of the learning progress is very much needed along the learning process.

Authentic assessment monitor and measure the capability of students in many kinds of posibilities of solving problems that they face in real world. In learning process, authentic assessment measures, monitors and assesses all aspects of student learning result. Authentic assessment process states how students work and learn in the classroom. In other words, students are demanded to work cooperatively with other students. Students are involved in interesting, important and beneficial tasks, and students are also demanded to be creative and think critically.

An assessment is considered to be important in learning process, so lecturerwould know how far the capability of students in mastering the lesson. When implementing the authentic assessment to check the result achieved from each student, lecturer implements the related criteria: construction of knowledge, activity of observing and experimenting, and also achievement outside of school. In authentic assessment, involving students is the most important thing. In assumption, students can do learning activities better when they know how to be assesed. Through authentic assessment, students are involved in thinking

3

critically to develop ideas and their knowledge. Students are not only assesed by their own prior knowledge, but also by skills and daily activity. Students who are clever in terms of academic references might not have skills and good behaviour in daily life and vice versa. That is why authentic assessment is urgent to be implemented to guide students not to have knowledge only but also high skills and good behaviour.

Authentic assements may include individual as well as group tasks. Authentic assessment focuses on meaningful goals, so the students learns to use their minds well. The scoring of authentic assessment is not easy, the lecturer must listen and see the students’ project. In English subject, authentic assessment should also be implemented in the speaking skills.

Speaking is one of four skills in language learning that is very important. Through the speaking activity, people can communicate with the other people. Meanwhile, it is not easy way to make students mastering in this skill. Hornby (1995:37) states that through speaking language learners will be judged upon most in real life situation. Fauziati (2010:15) points out that “mastering the art of speaking is the single most important aspect of learning a second or foreign language and success is measure in term of ability to carry out a conversation in the language”. In oral test, the student needs accuracy and effectiveness that is the reliability and validity of an oral production test. An oral production test consists of speaking and reading skills. The students need to pay attention to pronounciation, fluency, and diction.

In speaking aspect, the lecturer assesses student’s speaking appropriate with the principles of authentic assessment. The lecturerusesauthentic assessment to assessing students speaking skills such as oral interview, project, portfolio, experiment and etc.

In other words, authentic assessment focuses on the ideas and answers directly from the mind while non authentic assessment focuses on test, examination and tasks. Example of authentic assessment techniques include performance assessment, portfolio and self assessment.

In this research, the researcher is interested in conducting a research on the result of the student’s speaking class for second semester students at Muhammadiyah University of Surakarta. In this research the researcher want to know the students’ ability in authentic assessment in teaching speaking. Considering the thing above, the researchers wants to conduct a research entitled THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT OF SPEAKING CLASS FOR THE SECOND SEMESTER STUDENTS AT MUHAMMADIYAH UNIVERSITY OF SURAKARTA 2016/2017 ACADEMIC YEAR.

2. RESEARCH METHOD

In this research the researcher uses descriptive qualitative research. In this research the researcher finds out the description about the implementation of authentic assessment used by the lecturer in speaking subject students in Muhammadiyah University of Surakarta.

4

The object of this research is the implementation of authentic assessment of speaking class for the second semester students at Muhammadiyah University of Surakarta

The data in this study were: document analysis of the ways lecturer assess authentic assessment and technique of assessment such as assessment instrument, script of interview, and fields note. In this study there were three sources of data: (1) Document of the assessment instrument (2) Informant, the speaking lecturer and students of speaking subject (3) Field note, the note taken during the observation.

In analyzing the data, the researcher uses channel method. To analyze the collected the data, the researcher takes these following steps:

a. The collected datas are reduced, summarized, selected and focused to the significant matter which appropriates to the focus theme.

b. The researcher analyzes the problem and then presents the data in the paper. c. The researcher draws the conclusion.

3. RESEARCH FINDING AND DISCUSSION

1.1 The Implementation of Authentic Assessment Used by the Lecturer a. The Techniques of Authentic Assessment Used by the Lecturer

1) Oral Interview: Curriculum Vitae

The oral interview is conducted to reveal the students personal background, activities, readings, and interest. The students respond orally to the questions about a range of topics. In this type of speaking assessment, the lecturer can provide the principle of “impromptu” which means the student produces the spoken expression in the time when the lecturer interviews him/her. It guarantees the genuine of the students language performance. 2) Demonstration: Mini Drama

Demonstration is used to assessed the students abilities to express their oral English based on the given situation in the form of Mini Drama. In this type of speaking assessment, the lecturer provide the principle in which the student produces the spoken expression in the time. The sentences or utterances are produced by each student based on the plot.

3) Teacher Observation: Spontaneous Conversation

Spontaneous conversation is the third technique used by the lecturer. In this technique, the lecturer involve the students in a spontaneous conversation. In this type of assessment, the lecturer wants to measure the students ability in expressing response spontaneously. The lecturer also gives a feedback to the students’ ability such like grammar, pronunciation, gesture, intonation, etc. 4) Project: Theme of Religious Video

The word “project” speaking session is defined as an activity or an assignment given by the lecturer which needs a prior preparation before its performed for example: student have to perform a story for a drama in which they need to prepare their properties. In this

5

type of speaking assessment, the lecturer does not want to use the impromptu technique because the lecturer wants a planned speaking practice.

b. Procedure of Implementing of the Authentic Assessment

The procedure of the implementation of authentic assessment is clear and sistematic. Usually the lecturer assesses the student’s speaking by giving score and feedback with pen. Then, the assessment instrument is given back to the students. It is done by the lecturer in order that the student knows the mistake. The lecturer assesses student’s assessment instrument and analyzes the result of assessment. Then, in final semester the lecturer calculates the student’s total score in a report. c. Determining the score

The lecturer usually determines students score in speaking skill with some consideration. The aspect covers vocabulary, grammar, fluency, pronunciation because it so important in speaking skill process. Based on the theory, to score the students speaking ability, the lecturer should used rubric score. An ideal rubric score should cover the aspects, criteria, and the score.Rubric score contains the criteria to score the student’s speaking abilities. Scoring criteria for speaking arranged by the lecturer is actually appropriate with the scoring of speaking introduced by Brown. They are: Fluency and Coherence, Lexical Source, Grammatical Range, and Pronunciation. The aspects of scoring are similar with the theory of Brown although Brown uses different terms, they are: grammar, vocabulary, comprehension, fluency, pronunciation, and task.

3.2. The Problem Faced by the Lecturer In Assessing Speaking While Implementing of Authentic Assessment

a. Authentic Assessment becoming mental process for the student

The implementation of authentic assessment can become a mental process for the students. Mental process for the students consist of positive and negative impact for the students.

b. Not all the students are ready technically

The students are not ready technically for their preparation. In students’ tasks from speaking class, the lecturer asks the students to prepare the material for a week but the students do not preparethe material, it is not an effective for the time.

c. Some students do not clearly understand about a feedback

When the lecturer had written the student’s score in assessment instrument, some students do not clearly understand about their mistake and the feedback by the lecturer. The students will come to the lecturer and asks what the student’s mistake and the feedback.

d. Some student finds difficulties to make their script

When the student makes the dialogue, the student finds it difficult to find the appropriate words or terms they want to use. The content of story

6

sometimes quite clumsy. The student make the dialogue by using the word that they know.

e. The student tends to use rather impolite ways in the conversation

When the student does the conversation with the lecturer, they tend to speak improper words and it’s due to their lack of vocabularies. It may be they do not understanding how to make utterances politely.

4. CONCLUSION

Based on the research finding and discussion, the researcher presents the conclusions as follows:

There are four techniques of authentic assessment used by the lecturer to assess the students speaking ability, they are: classroom’s activities such as demonstration, oral interview, project, and teacher observation. In teaching learning process, the lecturer uses assessment instrument to assess the student’s speaking skill. The lecturer can assess the students and give a feedback to the students after the students present their performance.

The procedure of the implementation of authentic assessment is clear and sistematic. The lecturer usually determines students score in speaking skill with some consideration. The aspect covers vocabulary, grammar, fluency, pronunciation because they are so important in speaking skill process. Based on the theory, to score the students speaking ability, the lecturer should use rubric score. An ideal rubric score should cover the aspects, criteria, and the score.

Based on the interview and observation, there are some problems faced by the lecturer in assessing speaking while implementing of authentic assessment. First, the implementation of authentic assessment can become a mental process for the students. Mental process for the students consists of positive and negative impacts for the students. Second, the students are not ready technically for their preparation. In students’ tasks from speaking class, the lecturer asks the students to prepare the material for a week but the students do not prepare the material, it is not effective for the time. Third, some students do not clearly understand about a feedback. When the lecturer does the written assessment, some of the student do not clearly understand what the lecturer has written on the pages and the student needs to confirm and come to the lecturer to discuss it. Many students have not enough confidence to come and see what is going on. Fourth, some students find difficulties to make their script. When the students make a dialogue, the students find it difficult to find the appropriate words or terms they want to use. Fifth, the students tend to use rather impolite ways in the conversation. When the students do the conversation with the lecturer, they tend to speak improper words and it’s due to their lack of vocabularies. It may be they do not understand how to make utterances politely.

The lecturer can use the result of this research to add lecture’s knowledge on how to assess the student’s speaking skill and a pragmatic aspect which is need added in rubric score. Therefore, for other researchers who consider conducting such authentic assessment in assessing speaking in order to be better and perfect. For the readers, can understand more about authentic assessment especially in implementing the student’s speaking in teaching learning process.

7 BIBLIOGRAPHY

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy. USA: Longman.

Brown, H. Douglas. 2004. Language Assessment: Principles and Classroom

Practices. USA: Longman.

Fauziati, Endang. 2010. TEFL. Surakarta: PT. Era Pustaka Utama.

Hornby, A.S. 1995. Oxford Advanced Learner’s Dictionary. Oxford: Oxford University Press.

O’ Malley, J. Michael and Pierce, Lorraine Valdez. 1996. Authentic Assessment for