THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013 (A Case Study at the Tenth Grade ofSMA Tunas Bangsa, Aceh Barat Daya in the Academic Year of2014/2015).
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THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT
IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013
(A Case Study at the Tenth Grade of SMA Tunas Bangsa, Aceh Barat Daya
in the Academic Year of 2014/2015)
THESIS
Submitted to Fulfill One of the Requirements for the Completion
of the English Education Department of Graduate Program of
Teacher Training and Education Faculty
FITRIANI
S891308016
ENGLISH EDUCATION DEPARTMENT
GRADUATE PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
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2015
i
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APPROVAL
THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT
IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013
(A Case Study at the Tenth Grade of SMATunas Bangsa, Aceh Barat Daya
in the Academic Year of 2014/2015)
By:
FITRIANI
S891308016
This Thesis has been approved by the Board of Consultants of English Department
of Graduate Program of Teacher Training and Education Faculty of
Sebelas Maret University on 18 March 2015
Consultant I
Consultant II
Prof. Dr. Sri Samiati Tarjana
NIP.19440602 1965112001
Dr. Hersulastuti, M. Hum
NIP.196504211987032002
Approved by
Head of English Department of Graduate Program of
Teacher Training and Education Faculty
Sebelas Maret University
Dr. Abdul Asib, M.Pd
NIP 19520307 198003 1005
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ii
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LEGITIMATION
THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT
IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013
(A Case Study at the Tenth Grade of SMA Tunas Bangsa, Aceh Barat Daya
in the Academic Year of 2014/2015)
FITRIANI
S891308016
This Thesis has been examined by the board of the thesis examiners of
English Department of Graduate Program of Teacher Training and
Education Faculty of Sebelas Maret University on 1 April 2015
Board of Examiners:
Signature
Chairman :
Dr. Abdul Asib, M.Pd
________________
Secretary :
Dra. Dewi Rochsantiningsing, M.Ed, Ph. D ________________
Members :
1. Prof. Dr. Sri SamiatiTarjana
________________
2. Dr. Hersulastuti, M. Hum
________________
Dean of Teacher Training and
Education Faculty of
Sebelas Maret University
Head of English Education
Department of Graduate Program of
Sebelas Maret University
Prof.Dr. M. Furqan Hidayatullah, M.Pd
Dr. Abdul Asib, M.Pd
NIP. 19600727 198702 1 001
NIP
19520307 198003 1005
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The Implementation
of Authentic Assessment in English Instruction based on Curriculum 2013 (A Case
Study at Tenth Grade of SMATunas Bangsa, Aceh Barat Daya in the Academic Year
of 2014/2015). It is not plagiarism or made by others. Anything related to other’s
work is written in quotation, the source of which is listed in the bibliography.
If then this pronouncement proves wrong, I am ready to accept any academic
punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, March 2015
Fitriani
commit to user
iv
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ABSTRACT
Fitriani. 2015. S891308016. THE IMPLEMENTATION OF AUTHENTIC
ASSESSMENT IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013.
A case study at the tenth grade of SMA Tunas Bangsa Aceh Barat Daya in the
academic year of 2014/2015. Thesis. Surakarta. English Education Department of
Graduate Program of Sebelas Maret University. Thesis Consultant I: Prof. Dr. Sri
Samiati Tarjana; Thesis Consultant II: Dr. Hersulastuti, M. Hum
This study aims at: (1) describing the implementation of authentic assessment
in English instruction based on curriculum 2013, (2) figuring out the difficulties in
implementing authentic assessment in English instruction based on curriculum 2013
and (3) yielding the solution used by the teacher to overcome the difficulties in
implementing authentic assessment in English instruction based on curriculum 2013.
This study applies a case study method which had been carried out at the
tenth grade of SMA Tunas Bangsa, Aceh Barat Daya in the academic year
2014/2015.The data were collected through interview, observation and
documentation and validated by using triangulation and member checking method.
The data were then analyzed by using the interactive model of Miles and
Hubberman.
The result of the study revealed that SMA Tunas Bangsa Aceh Barat Daya
utilized Permendikbud 81a Tahun 2013 as the primary guideline in implementing
authentic assessment in curriculum 2013. Particularly, the English teacher
administered oral monolog test as the performance assessment, descriptive written
test as the portfolio assessment, and assigned students to produce a tourism brochure
as the project assessment. However, the complex assessment procedure, managing
the classroom assessment activities and scoring the students’ tasks were the main
difficulties in enacting this assessments. To overcome the problems, the teacher
maintained annual communication with students concerning the assessment system,
organized the tasks orderly and adjusted the scoring instruments to the level of
students’ English proficiency and the school condition.
SMA Tunas Bangsa Aceh Barat Daya has been implementing the authentic
assessment as directed in curriculum 2013. However, the English teacher still
experienced some constraints during instructional activities so that the assessment
process did not run effectively. Therefore, the English teacher is expected to extend
her insight, creativity and dedication to improve the quality of the assessment. The
curriculum coordinator is recommended to increase the coordination between
teachers to create more effective assessment management.
Keywords: implementation, authentic assessment, curriculum 2013
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MOTTO
Imagination is more important than knowledge. For knowledge is limited to all we
now know and understand, while imagination embraces the entire world, and all
there ever will be to know and understand.
(Albert Einstein)
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DEDICATION
This thesis is dedicated to my husband, Mujiyono and my dearest son, Grahal
Ageng Ibrahim. I give my deepest expression of love and appreciation for the
encouragement that you gave and the sacrifices you made during my study at this
graduate program. Thank you for the support and company during the hardest days
and late nights of typing. The deepest gratitude also to my parents Kusnu and
Saminem and my parents in law Ginarto and Rubini for the pray, love and the
support that without them I would not be able to finish my thesis. Special thank to
my best friends (Iin, Puput, Dian) and all of my friends that I cannot mention one by
one.
commit to user
vii
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ACKNOWLEDGMENT
The most gratitude belongs to Allah SWT, the King of the human being and
the Owner of my soul, for the hearing of my prayers, for the blessing and the
gracefull gift in my life. In conducting this research, I got many contributions,
assistances, suggestion and comments from many parties. Therefore, my sincere
gratitude is dedicated to:
1. The Director of Graduate School of Sebelas Maret University.
2. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University.
3. The Head of Graduate Program of English Education Department of Teacher
Training and Education Faculty of Sebelas Maret University.
4. Prof. Dr. Sri Samiati Tarjana, my first consultant
5. Dr. Hersulastuti, M.Hum, my second consultant for the time, patience, advise,
assisstance and motivation.
6.
The Headmaster, the Curriculum Coordinator, and the English teacher of SMA
Tunas Bangsa Aceh Barat Daya who have permitted me to conduct my study.
In the hope to improve this thesis, all supporting suggestion and criticism are
openly welcome to my email at fitriemje@gmail.com. Finally, I do hope that this
thesis will be able to contribute useful ideas to improve the English teaching learning
process.
Surakarta, March 2015
The writer
Fitriani
commit to user
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TABLE OF CONTENTS
COVER ................................................................................................................
i
APPROVAL ........................................................................................................
ii
LEGITIMATION ...............................................................................................
iii
PRONOUNCEMENT .........................................................................................
iv
ABSTRACT .........................................................................................................
v
MOTTO ...............................................................................................................
vi
DEDICATION.....................................................................................................
vii
ACKNOWLEDGMENT ....................................................................................
viii
TABLE OF CONTENTS ...................................................................................
ix
LIST OF TABLES ..............................................................................................
xiii
LIST OF FIGURES ............................................................................................
xiv
LIST OF ABBREVIATIONS ............................................................................
xv
LIST OF APPENDICES ....................................................................................
xvi
CHAPTER I INTRODUCTION .......................................................................
1
A. Background of the Study ...........................................................................
1
B. Problems of the Study ...............................................................................
5
C. Objectives of the Study .............................................................................
6
D. Limitation of the Study .............................................................................
7
E. Significance of the Study ..........................................................................
7
1. For the English Teachers.....................................................................
7
2. For the Curricullum Coordinator ........................................................
8
3. For Further Researchers ......................................................................
8
CHAPTER II THEORETICAL FRAMEWORK ..........................................
9
A. Curriculum 2013 .......................................................................................
9
B. The Concept of Assessment in Curriculum 2013 .....................................
10
1. Mechanism of Assessment .................................................................
11
2. Procedure of Assessment ..................................................................
12
3. Score Processing ...............................................................................
to user
a. Attitude Assessmentcommit
......................................................................
13
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b. Knowledge Assessment .................................................................
14
c. Skill Assessment............................................................................
15
C. Authentic Assessment ..............................................................................
15
1. The Meaning of Authentic Assessment ............................................
16
2. Types of Authentic Assessment ........................................................
17
a. Performance Assessment ...............................................................
18
b. Portfolio Assessment .....................................................................
19
c. Project Assessment ........................................................................
21
D. Designing Authentic Assessment for English Language Instruction ........
22
E. The Technique of Scoring Authentic Assessment ...................................
25
1. Rubrics ...............................................................................................
25
2. Rating Scales .....................................................................................
30
3. Checklist.............................................................................................
31
E. The Benefits of Using Authentic Assessment ...........................................
32
1. Authentic Assessments are Direct Measures .....................................
32
2. Authentic Assessments Capture Constructive Nature of Learning ....
32
3. Authentic Assessments Integrate Teaching, Learning and Assessment 33
4. Authentic Assessments Provide Multiple Paths to Demonstration ....
33
F. The Difficulties in Implementing Authentic Assessment .........................
34
1. Purpose ...............................................................................................
34
2. Fairness ..............................................................................................
35
3. Grading...............................................................................................
37
G. Assessing Speaking and Writing by Using Authentic Assessment ..........
38
1. Authentic Assessment of Speaking ...................................................
39
2. Authentic Assesment of Writing ........................................................
41
H. Review of Related Research .....................................................................
43
CHAPTER III RESEARCH METHOD…………………….........................
44
A. Research Setting ........................................................................................
44
1. SMA Tunas Bangsa ............................................................................
44
2. Time Setting of the Study ...................................................................
45
B. Case Study .................................................................................................
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C. Source of Data ...........................................................................................
46
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1. Event ...................................................................................................
48
2. Informants ...........................................................................................
49
3. Document ...........................................................................................
49
D. Technique of Collecting Data ..................................................................
49
1. Interview .............................................................................................
50
2. Classroom observation ........................................................................
50
3. Documentation ...................................................................................
51
E. Trustworthiness .........................................................................................
51
1. Triangulation ......................................................................................
52
2. Member checking ...............................................................................
52
F. Technique of Data Analysis .....................................................................
52
1. Data reduction .....................................................................................
53
2. Data display ........................................................................................
53
3. Drawing conclussion and verification ................................................
54
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .......................
55
A. Research Findings .....................................................................................
56
1. The Implementation of Authentic Assessment Based on Curriculum
2013…. ................................................................................................
56
a. The Documents of Authentic Assessment in Curriculum 2013 ....
56
1. Permendikbud No 81a Tahun 2013 .........................................
57
2. Syllabus ...................................................................................
58
3. Lesson Plan..............................................................................
59
4. Scoring Instruments .................................................................
61
b. The Strategy in Designing the Authentic Assessments .................
62
c. The Activities of Implementing Authentic Assessments in
Curriculum 2013 .........................................................................
63
1. Performance Assessment .........................................................
65
2. Portfolio Assessment ...............................................................
66
3. Project Assessment ..................................................................
68
2. The Teacher’s Difficulties in Implementing Authentic Assessment .
69
a. The Difficulties in Applying Performance Assessment ................
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b. The Difficulties in Applying Portfolio Assessment ......................
70
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c. The difficulties in Applying Project Assessment ..........................
73
3. Techniques to Overcome the Problems in Implementing
Authentic Assessments ......................................................................
76
B. Discussion .................................................................................................
77
1. The Implementation of Authentic Assessment in Curriculum 2013
77
a. The Documents of Authentic Assessment in Curriculum 2013 ..
77
b. The Strategy in Designing the Authentic Assessments ..............
80
c. The Activities of Implementing Authentic Assessments in
Curriculum 2013 .........................................................................
81
2. The Teacher’s Difficulties in Implementing Authentic Assessment
83
3. Techniques to Overcome Problems in Implementing Authentic
Asessments ........................................................................................
85
CHAPTER V CONCLUSSION, IMPLICATION AND SUGGESTION ......
83
A. Conclussion ...............................................................................................
83
B. Implication ...............................................................................................
85
C. Suggestions ..............................................................................................
85
1. For the Curriculum Coordinator .........................................................
85
2. For the English Teacher .....................................................................
86
3. For Further Researchers .....................................................................
86
BIBLIOGRAPHY ...............................................................................................
87
APPENDICES .....................................................................................................
88
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LIST OF TABLES
Table 2.1 Example of Writing Scoring Rubric ...................................................... 28
Table 2.2 Example of Writing Checklist ................................................................ 31
Table 3.1 Time Setting of The Study ..................................................................... 46
Table 3.2 Research Procedure ................................................................................ 48
Table 4.1 Issues Arrising From Research Problem ................................................ 55
Table 4.2 The Concept of Skill Competence Assessment In English Syllabus ..... 58
Table 4.3 Lesson Plan Identification ...................................................................... 60
Table 4.4 Scoring Rubric of Portfolio Assessment ................................................ 61
Table 4.5 Scoring Rubric of Performance Assessment .......................................... 62
Table 4.6 Scoring Rubric of Project Assessment ................................................... 62
Table 4.7 The Score Form of Skill Competence .................................................... 62
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LIST OF FIGURES
Figure 2.1 The Steps in Designing Rubrics ....................................................
29
Figure 3.1 Miles and Huberman Interactive Model of Analysis ....................
53
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LIST OF ABBREVIATIONS
APP
Appendix
CO
Classroom Observation
INT
Interview
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LIST OF APPENDICES
Appendix 1
Class Activities Observation Check-List .................................
93
Appendix 2
Authentic Assessments Activities Observation Check-List ....
94
Appendix 3
Curriculum Coordinator Interview Guideline ..........................
95
Appendix 4
Teacher Interview Guideline....................................................
96
Appendix 5
Documentation Check-List ......................................................
98
Appendix 6
Curriculum Coordinator Interview Transcription ....................
99
Appendix 7
English Teacher Interview Transcription................................
103
Appendix 8
Authentic Assessment Activities Observation Note 1 .............
111
Appendix 9
Authentic Assessment Activities Observation Note 2 .............
114
Appendix 10 Authentic Assessment Activities Observation Note 3 .............
117
Appendix 11 English Syllabus of SMA Semester 1 KD 4.8, 4.9, 4.10 .........
119
Appendix 12 Lesson Plan 1 ...........................................................................
123
Appendix 13 Lesson Plan 2 ...........................................................................
130
Appendix 14 Lesson Plan 3 ...........................................................................
137
Appendix 15 Scoring Guidance of SMA Tunas Bangsa ...............................
143
Appendix 16 Scoring Rubric of Performance Assessment ............................
144
Appendix 17 Scoring Rubric of Portfolio Assessment ..................................
145
Appendix 18 Scoring Rubric of Project Assessment .....................................
146
Appendix 19 Students’ Score of Skill Competence ......................................
147
Appendix 20 Student’s Project Task .............................................................
148
Appendix 21 Student’s Portfolio Task ..........................................................
149
Appendix 22 Student’s Performance Task ....................................................
150
Appendix 23 Students’ Portfolio Binders ......................................................
151
Appendix 24 Letter of Research Permission .................................................
152
Appendix 25 Letter of Research Notification ................................................
153
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THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT
IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013
(A Case Study at the Tenth Grade of SMA Tunas Bangsa, Aceh Barat Daya
in the Academic Year of 2014/2015)
THESIS
Submitted to Fulfill One of the Requirements for the Completion
of the English Education Department of Graduate Program of
Teacher Training and Education Faculty
FITRIANI
S891308016
ENGLISH EDUCATION DEPARTMENT
GRADUATE PROGRAM
FACULTY OF TEACHER TRAINING AND EDUCATION
SEBELAS MARET UNIVERSITY
SURAKARTA
commit to user
2015
i
perpustakaan.uns.ac.id
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APPROVAL
THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT
IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013
(A Case Study at the Tenth Grade of SMATunas Bangsa, Aceh Barat Daya
in the Academic Year of 2014/2015)
By:
FITRIANI
S891308016
This Thesis has been approved by the Board of Consultants of English Department
of Graduate Program of Teacher Training and Education Faculty of
Sebelas Maret University on 18 March 2015
Consultant I
Consultant II
Prof. Dr. Sri Samiati Tarjana
NIP.19440602 1965112001
Dr. Hersulastuti, M. Hum
NIP.196504211987032002
Approved by
Head of English Department of Graduate Program of
Teacher Training and Education Faculty
Sebelas Maret University
Dr. Abdul Asib, M.Pd
NIP 19520307 198003 1005
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ii
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LEGITIMATION
THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT
IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013
(A Case Study at the Tenth Grade of SMA Tunas Bangsa, Aceh Barat Daya
in the Academic Year of 2014/2015)
FITRIANI
S891308016
This Thesis has been examined by the board of the thesis examiners of
English Department of Graduate Program of Teacher Training and
Education Faculty of Sebelas Maret University on 1 April 2015
Board of Examiners:
Signature
Chairman :
Dr. Abdul Asib, M.Pd
________________
Secretary :
Dra. Dewi Rochsantiningsing, M.Ed, Ph. D ________________
Members :
1. Prof. Dr. Sri SamiatiTarjana
________________
2. Dr. Hersulastuti, M. Hum
________________
Dean of Teacher Training and
Education Faculty of
Sebelas Maret University
Head of English Education
Department of Graduate Program of
Sebelas Maret University
Prof.Dr. M. Furqan Hidayatullah, M.Pd
Dr. Abdul Asib, M.Pd
NIP. 19600727 198702 1 001
NIP
19520307 198003 1005
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PRONOUNCEMENT
This is to certify that I myself write this thesis entitled “The Implementation
of Authentic Assessment in English Instruction based on Curriculum 2013 (A Case
Study at Tenth Grade of SMATunas Bangsa, Aceh Barat Daya in the Academic Year
of 2014/2015). It is not plagiarism or made by others. Anything related to other’s
work is written in quotation, the source of which is listed in the bibliography.
If then this pronouncement proves wrong, I am ready to accept any academic
punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, March 2015
Fitriani
commit to user
iv
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ABSTRACT
Fitriani. 2015. S891308016. THE IMPLEMENTATION OF AUTHENTIC
ASSESSMENT IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013.
A case study at the tenth grade of SMA Tunas Bangsa Aceh Barat Daya in the
academic year of 2014/2015. Thesis. Surakarta. English Education Department of
Graduate Program of Sebelas Maret University. Thesis Consultant I: Prof. Dr. Sri
Samiati Tarjana; Thesis Consultant II: Dr. Hersulastuti, M. Hum
This study aims at: (1) describing the implementation of authentic assessment
in English instruction based on curriculum 2013, (2) figuring out the difficulties in
implementing authentic assessment in English instruction based on curriculum 2013
and (3) yielding the solution used by the teacher to overcome the difficulties in
implementing authentic assessment in English instruction based on curriculum 2013.
This study applies a case study method which had been carried out at the
tenth grade of SMA Tunas Bangsa, Aceh Barat Daya in the academic year
2014/2015.The data were collected through interview, observation and
documentation and validated by using triangulation and member checking method.
The data were then analyzed by using the interactive model of Miles and
Hubberman.
The result of the study revealed that SMA Tunas Bangsa Aceh Barat Daya
utilized Permendikbud 81a Tahun 2013 as the primary guideline in implementing
authentic assessment in curriculum 2013. Particularly, the English teacher
administered oral monolog test as the performance assessment, descriptive written
test as the portfolio assessment, and assigned students to produce a tourism brochure
as the project assessment. However, the complex assessment procedure, managing
the classroom assessment activities and scoring the students’ tasks were the main
difficulties in enacting this assessments. To overcome the problems, the teacher
maintained annual communication with students concerning the assessment system,
organized the tasks orderly and adjusted the scoring instruments to the level of
students’ English proficiency and the school condition.
SMA Tunas Bangsa Aceh Barat Daya has been implementing the authentic
assessment as directed in curriculum 2013. However, the English teacher still
experienced some constraints during instructional activities so that the assessment
process did not run effectively. Therefore, the English teacher is expected to extend
her insight, creativity and dedication to improve the quality of the assessment. The
curriculum coordinator is recommended to increase the coordination between
teachers to create more effective assessment management.
Keywords: implementation, authentic assessment, curriculum 2013
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MOTTO
Imagination is more important than knowledge. For knowledge is limited to all we
now know and understand, while imagination embraces the entire world, and all
there ever will be to know and understand.
(Albert Einstein)
commit to user
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DEDICATION
This thesis is dedicated to my husband, Mujiyono and my dearest son, Grahal
Ageng Ibrahim. I give my deepest expression of love and appreciation for the
encouragement that you gave and the sacrifices you made during my study at this
graduate program. Thank you for the support and company during the hardest days
and late nights of typing. The deepest gratitude also to my parents Kusnu and
Saminem and my parents in law Ginarto and Rubini for the pray, love and the
support that without them I would not be able to finish my thesis. Special thank to
my best friends (Iin, Puput, Dian) and all of my friends that I cannot mention one by
one.
commit to user
vii
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digilib.uns.ac.id
ACKNOWLEDGMENT
The most gratitude belongs to Allah SWT, the King of the human being and
the Owner of my soul, for the hearing of my prayers, for the blessing and the
gracefull gift in my life. In conducting this research, I got many contributions,
assistances, suggestion and comments from many parties. Therefore, my sincere
gratitude is dedicated to:
1. The Director of Graduate School of Sebelas Maret University.
2. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University.
3. The Head of Graduate Program of English Education Department of Teacher
Training and Education Faculty of Sebelas Maret University.
4. Prof. Dr. Sri Samiati Tarjana, my first consultant
5. Dr. Hersulastuti, M.Hum, my second consultant for the time, patience, advise,
assisstance and motivation.
6.
The Headmaster, the Curriculum Coordinator, and the English teacher of SMA
Tunas Bangsa Aceh Barat Daya who have permitted me to conduct my study.
In the hope to improve this thesis, all supporting suggestion and criticism are
openly welcome to my email at fitriemje@gmail.com. Finally, I do hope that this
thesis will be able to contribute useful ideas to improve the English teaching learning
process.
Surakarta, March 2015
The writer
Fitriani
commit to user
viii
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digilib.uns.ac.id
TABLE OF CONTENTS
COVER ................................................................................................................
i
APPROVAL ........................................................................................................
ii
LEGITIMATION ...............................................................................................
iii
PRONOUNCEMENT .........................................................................................
iv
ABSTRACT .........................................................................................................
v
MOTTO ...............................................................................................................
vi
DEDICATION.....................................................................................................
vii
ACKNOWLEDGMENT ....................................................................................
viii
TABLE OF CONTENTS ...................................................................................
ix
LIST OF TABLES ..............................................................................................
xiii
LIST OF FIGURES ............................................................................................
xiv
LIST OF ABBREVIATIONS ............................................................................
xv
LIST OF APPENDICES ....................................................................................
xvi
CHAPTER I INTRODUCTION .......................................................................
1
A. Background of the Study ...........................................................................
1
B. Problems of the Study ...............................................................................
5
C. Objectives of the Study .............................................................................
6
D. Limitation of the Study .............................................................................
7
E. Significance of the Study ..........................................................................
7
1. For the English Teachers.....................................................................
7
2. For the Curricullum Coordinator ........................................................
8
3. For Further Researchers ......................................................................
8
CHAPTER II THEORETICAL FRAMEWORK ..........................................
9
A. Curriculum 2013 .......................................................................................
9
B. The Concept of Assessment in Curriculum 2013 .....................................
10
1. Mechanism of Assessment .................................................................
11
2. Procedure of Assessment ..................................................................
12
3. Score Processing ...............................................................................
to user
a. Attitude Assessmentcommit
......................................................................
13
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b. Knowledge Assessment .................................................................
14
c. Skill Assessment............................................................................
15
C. Authentic Assessment ..............................................................................
15
1. The Meaning of Authentic Assessment ............................................
16
2. Types of Authentic Assessment ........................................................
17
a. Performance Assessment ...............................................................
18
b. Portfolio Assessment .....................................................................
19
c. Project Assessment ........................................................................
21
D. Designing Authentic Assessment for English Language Instruction ........
22
E. The Technique of Scoring Authentic Assessment ...................................
25
1. Rubrics ...............................................................................................
25
2. Rating Scales .....................................................................................
30
3. Checklist.............................................................................................
31
E. The Benefits of Using Authentic Assessment ...........................................
32
1. Authentic Assessments are Direct Measures .....................................
32
2. Authentic Assessments Capture Constructive Nature of Learning ....
32
3. Authentic Assessments Integrate Teaching, Learning and Assessment 33
4. Authentic Assessments Provide Multiple Paths to Demonstration ....
33
F. The Difficulties in Implementing Authentic Assessment .........................
34
1. Purpose ...............................................................................................
34
2. Fairness ..............................................................................................
35
3. Grading...............................................................................................
37
G. Assessing Speaking and Writing by Using Authentic Assessment ..........
38
1. Authentic Assessment of Speaking ...................................................
39
2. Authentic Assesment of Writing ........................................................
41
H. Review of Related Research .....................................................................
43
CHAPTER III RESEARCH METHOD…………………….........................
44
A. Research Setting ........................................................................................
44
1. SMA Tunas Bangsa ............................................................................
44
2. Time Setting of the Study ...................................................................
45
B. Case Study .................................................................................................
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C. Source of Data ...........................................................................................
46
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1. Event ...................................................................................................
48
2. Informants ...........................................................................................
49
3. Document ...........................................................................................
49
D. Technique of Collecting Data ..................................................................
49
1. Interview .............................................................................................
50
2. Classroom observation ........................................................................
50
3. Documentation ...................................................................................
51
E. Trustworthiness .........................................................................................
51
1. Triangulation ......................................................................................
52
2. Member checking ...............................................................................
52
F. Technique of Data Analysis .....................................................................
52
1. Data reduction .....................................................................................
53
2. Data display ........................................................................................
53
3. Drawing conclussion and verification ................................................
54
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .......................
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A. Research Findings .....................................................................................
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1. The Implementation of Authentic Assessment Based on Curriculum
2013…. ................................................................................................
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a. The Documents of Authentic Assessment in Curriculum 2013 ....
56
1. Permendikbud No 81a Tahun 2013 .........................................
57
2. Syllabus ...................................................................................
58
3. Lesson Plan..............................................................................
59
4. Scoring Instruments .................................................................
61
b. The Strategy in Designing the Authentic Assessments .................
62
c. The Activities of Implementing Authentic Assessments in
Curriculum 2013 .........................................................................
63
1. Performance Assessment .........................................................
65
2. Portfolio Assessment ...............................................................
66
3. Project Assessment ..................................................................
68
2. The Teacher’s Difficulties in Implementing Authentic Assessment .
69
a. The Difficulties in Applying Performance Assessment ................
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b. The Difficulties in Applying Portfolio Assessment ......................
70
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c. The difficulties in Applying Project Assessment ..........................
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3. Techniques to Overcome the Problems in Implementing
Authentic Assessments ......................................................................
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B. Discussion .................................................................................................
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1. The Implementation of Authentic Assessment in Curriculum 2013
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a. The Documents of Authentic Assessment in Curriculum 2013 ..
77
b. The Strategy in Designing the Authentic Assessments ..............
80
c. The Activities of Implementing Authentic Assessments in
Curriculum 2013 .........................................................................
81
2. The Teacher’s Difficulties in Implementing Authentic Assessment
83
3. Techniques to Overcome Problems in Implementing Authentic
Asessments ........................................................................................
85
CHAPTER V CONCLUSSION, IMPLICATION AND SUGGESTION ......
83
A. Conclussion ...............................................................................................
83
B. Implication ...............................................................................................
85
C. Suggestions ..............................................................................................
85
1. For the Curriculum Coordinator .........................................................
85
2. For the English Teacher .....................................................................
86
3. For Further Researchers .....................................................................
86
BIBLIOGRAPHY ...............................................................................................
87
APPENDICES .....................................................................................................
88
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LIST OF TABLES
Table 2.1 Example of Writing Scoring Rubric ...................................................... 28
Table 2.2 Example of Writing Checklist ................................................................ 31
Table 3.1 Time Setting of The Study ..................................................................... 46
Table 3.2 Research Procedure ................................................................................ 48
Table 4.1 Issues Arrising From Research Problem ................................................ 55
Table 4.2 The Concept of Skill Competence Assessment In English Syllabus ..... 58
Table 4.3 Lesson Plan Identification ...................................................................... 60
Table 4.4 Scoring Rubric of Portfolio Assessment ................................................ 61
Table 4.5 Scoring Rubric of Performance Assessment .......................................... 62
Table 4.6 Scoring Rubric of Project Assessment ................................................... 62
Table 4.7 The Score Form of Skill Competence .................................................... 62
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LIST OF FIGURES
Figure 2.1 The Steps in Designing Rubrics ....................................................
29
Figure 3.1 Miles and Huberman Interactive Model of Analysis ....................
53
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LIST OF ABBREVIATIONS
APP
Appendix
CO
Classroom Observation
INT
Interview
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LIST OF APPENDICES
Appendix 1
Class Activities Observation Check-List .................................
93
Appendix 2
Authentic Assessments Activities Observation Check-List ....
94
Appendix 3
Curriculum Coordinator Interview Guideline ..........................
95
Appendix 4
Teacher Interview Guideline....................................................
96
Appendix 5
Documentation Check-List ......................................................
98
Appendix 6
Curriculum Coordinator Interview Transcription ....................
99
Appendix 7
English Teacher Interview Transcription................................
103
Appendix 8
Authentic Assessment Activities Observation Note 1 .............
111
Appendix 9
Authentic Assessment Activities Observation Note 2 .............
114
Appendix 10 Authentic Assessment Activities Observation Note 3 .............
117
Appendix 11 English Syllabus of SMA Semester 1 KD 4.8, 4.9, 4.10 .........
119
Appendix 12 Lesson Plan 1 ...........................................................................
123
Appendix 13 Lesson Plan 2 ...........................................................................
130
Appendix 14 Lesson Plan 3 ...........................................................................
137
Appendix 15 Scoring Guidance of SMA Tunas Bangsa ...............................
143
Appendix 16 Scoring Rubric of Performance Assessment ............................
144
Appendix 17 Scoring Rubric of Portfolio Assessment ..................................
145
Appendix 18 Scoring Rubric of Project Assessment .....................................
146
Appendix 19 Students’ Score of Skill Competence ......................................
147
Appendix 20 Student’s Project Task .............................................................
148
Appendix 21 Student’s Portfolio Task ..........................................................
149
Appendix 22 Student’s Performance Task ....................................................
150
Appendix 23 Students’ Portfolio Binders ......................................................
151
Appendix 24 Letter of Research Permission .................................................
152
Appendix 25 Letter of Research Notification ................................................
153
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