POINT REWARDING SYSTEM AS A WAY OF PROMOTING THE AUTHENTIC ASSESSMENT EMBODIED IN THE 2013 CURRICULUM : Action Research on Assessment Procedures and Their Impact on Students’ Learning Attitudes at a Junior High School in Bandung Barat Regency.

POINT REWARDING SYSTEM AS A WAY OF PROMOTING THE AUTHENTIC ASSESSMENT

EMBODIED IN THE 2013 CURRICULUM

(Action Research on Assessment Procedures and Their Impact on Students’ Learning Attitudes at a Junior High School in Bandung Barat Regency)

A THESIS

Submitted in partial fulfillment of the requirements for Master degree in English Education

by

Oceng Rum Karnodi, S.Pd. NIM: 1204670

DEPARTMENT OF ENGLISH EDUCATION SCHOOL OF POSTGRADUATE STUDIES INDONESIA UNIVERSITY OF EDUCATION

Oceng Rum Karnodi, 2014

2014

Point Rewarding System as a Way of Promoting the Authentic

Assessment Embodied in the 2013 Curriculum

(Action Research on Assessment Procedures and Their Impact on Students’ Learning Attitudes at a Junior High School in Bandung Barat Regency)

Oleh

Oceng Rum Karnodi

S.Pd IKIP Bandung, 1998

Sebuah Tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Fakultas Pendidikan Bahasa dan Seni

© Oceng Rum Karnodi 2014 Universitas Pendidikan Indonesia

Juli 2014

Skripsi ini tidak boleh diperbanyak seluruhya atau sebagian, dengan dicetak ulang, difoto kopi, atau cara lainnya tanpa ijin dari penulis.

OCENG RUM KARNODI

POINT REWARDING SYSTEM AS A WAY OF PROMOTING THE AUTHENTIC ASSESSMENT EMBODIED IN THE 2013 CURRICULUM (Action Research on Assessment Procedures and Their Impact on Students’

Learning Attitudes at a Junior High School in Bandung Barat Regency)

has been approved and legalized by

Supervisor:

Prof. Fuad Abdul Hamied, M.A., Ph.D. NIP.195008211974121001

Head of the English Education Program School of Postgraduate Studies Indonesia University of Education

Oceng Rum Karnodi, 2014

Prof. Emi Emilia, M. Ed., Ph.D. NIP.196609161990012001

ABSTRACT

Authentic Assessment (AA) is the main distinguishing feature of the 2013 curriculum. With the 2013 curriculum, teachers have to assess not only the product, but also the process of learning. With the 2013 curriculum the development of the attitudes of the students must be reported explicitly in the report book. This was not required in the previous curricula. The necessity to assess students’ attitudes is really new and is regarded to be overwhelming by all teachers because every time a teacher teaches, s/he must observe the attitudes of every student and take into account the development of students’ attitudes during the learning process. In this study, the researcher tried to apply the point rewarding system during three times teaching (three cycles). The essence of this system is awarding points to every student for every effort s/he shows during the learning processes such as answering or asking questions, or engaging actively in the processes of learning. This study employs the eight-step action research. The data gathered from observations and interviews with the students. The classroom observations were conducted by the expert teacher, the critical friends, and the researcher himself while the interviews were conducted only by the critical friends with the aim of maintaining the validity of the data. One expert teacher and two critical friends were involved in this study. They played very important roles. The expert teacher was to judge whether or not, the point rewarding system applied reflects the characteristics of the authentic assessment. And the critical friends were to see the impact of the point rewarding system, especially in the improvement of students’ learning attitudes. The findings of this study revealed that the point rewarding system was proved to embrace the characteristics of the authentic assessment, i.e. fostering powerful and productive learn ing for students. Since the first time of the imp lementation of the point rewarding system, the students’ level of engagement has shown some imp rove ment and after three cycles, the students were more fluent and more confident in producing the expressions.

Oceng Rum Karnodi, 2014

TABLE OF CONTENTS

APPROVAL... Error! Bookmark not defined.

DECLARATION ... Error! Bookmark not defined.

ACKNOWLEDGEMENT ... Error! Bookmark not defined.

PREFACE ... Error! Bookmark not defined.

ABSTRACT... Error! Bookmark not defined.

TABLE OF CONTENTS ... 1 LIST OF TABLES... Error! Bookmark not defined.

LIST OF FIGURES ... Error! Bookmark not defined.

CHAPTER I ... Error! Bookmark not defined.

INTRODUCTION ... Error! Bookmark not defined.

1.1.Background of the study ... Error! Bookmark not defined.

1.2. Research Question ... Error! Bookmark not defined.

1.3. Purpose of the study... Error! Bookmark not defined.

1.4. Significance of the study ... Error! Bookmark not defined.

1.5. Definition of the key terms ... Error! Bookmark not defined.

1.6. The organization of the paper ... Error! Bookmark not defined.

CHAPTER II ... Error! Bookmark not defined.

LITERATURE REVIEW ... Error! Bookmark not defined.

2.1. The 2013 English Curriculum of Indonesia... Error! Bookmark not defined.

2.1.1. The Educational purpose embodied in the 2013 curriculum ... Error! Bookmark not defined.

2.1.2. Determining that the purposes are being attained ... Error! Bookmark not defined.

2.2. Assessment and Teaching... Error! Bookmark not defined.

2.3. Traditional versus Authentic Assessment ... Error! Bookmark not defined.

2.4. The need for the Authentic Assessment ... Error! Bookmark not defined.

2.5. The Authentic Assessment ... Error! Bookmark not defined.

2.5.1. Some definitions of authentic assessment ... Error! Bookmark not defined.

2.5.3. Types of Authentic Assessment embodied in the 2013 curriculum ... Error! Bookmark not defined.

2.6. Summary of Chapter II... Error! Bookmark not defined.

CHAPTER III... Error! Bookmark not defined.

RESEARCH METHODOLOGY ... Error! Bookmark not defined.

3.1. Research Design ... Error! Bookmark not defined.

3.2. Research Schedule ... Error! Bookmark not defined.

Table 3.1. The Schedule of the Study... Error! Bookmark not defined.

Table 3.2. The Schedule of the Implementation Project.. Error! Bookmark not defined.

3.3. Research Site and Participants ... Error! Bookmark not defined.

3.3.1. Research site ... Error! Bookmark not defined.

3.3.2. Research Subjects... Error! Bookmark not defined.

3.3.3. Research Participants ... Error! Bookmark not defined.

3.4. The Criteria of Success ... Error! Bookmark not defined.

3.5. Data collection methods and techniques ... Error! Bookmark not defined.

3.5.1. Data collection methods at the preliminary stage ... Error! Bookmark not defined.

3.5.2. Data collection methods at the implementation project .... Error! Bookmark not defined.

3.5.2.1. Peer observations ... Error! Bookmark not defined.

3.5.2.2. Other observations ... Error! Bookmark not defined.

3.5.2.3. Interviews... Error! Bookmark not defined.

3.5.2.4. Video records ... Error! Bookmark not defined.

3.6. Data analysis ... Error! Bookmark not defined.

3.6.1. Data from the preliminary stage... Error! Bookmark not defined.

3.6.2. Data from the Implementation Project... Error! Bookmark not defined.

3.6.2.1. Data from peer observations ... Error! Bookmark not defined.

3.6.2.2. Data from other observations ... Error! Bookmark not defined.

3.6.2.3. Data from interviews... Error! Bookmark not defined.

3.6.2.4. Data from video records. ... Error! Bookmark not defined.

3.7. Summary of Chapter III ... Error! Bookmark not defined.

Oceng Rum Karnodi, 2014

DATA PRESENTATION AND ANALYSES... Error! Bookmark not defined.

4.1. Data from the preliminary stage ... Error! Bookmark not defined.

4.1.1. Data from the interviews with some English teachers. ... Error! Bookmark not defined.

4.1.2. Preliminary discussion with some interested parties ... Error! Bookmark not defined.

4.1.3. Establishing testable hypotheses ... Error! Bookmark not defined.

4.1.4. Selecting a research procedure... Error! Bookmark not defined.

4.2. Data from the First Classroom Observation ... Error! Bookmark not defined.

4.2.1. Initial condition of sample student one ... Error! Bookmark not defined.

4.2.2. Initial condition of sample student two ... Error! Bookmark not defined.

4.2.3. Initial condition of sample student three ... Error! Bookmark not defined.

4.2.4. Initial condition of sample student four... Error! Bookmark not defined.

4.2.5. Initial condition of the whole class ... Error! Bookmark not defined.

4.3. Cycle one of the project implementation... Error! Bookmark not defined.

The plan... Error! Bookmark not defined.

The action and observation ... Error! Bookmark not defined.

First action: Socializing the grading system (Monday 30th of September 201). .. Error! Bookmark not defined.

Second action: First time teaching employing the PPP teaching method (Thursday, 3rd of October 2013)... Error! Bookmark not defined.

1. Opening ... Error! Bookmark not defined.

2. Main Activity ... Error! Bookmark not defined.

3. Closing... Error! Bookmark not defined.

The Reflection on the first cycle ... Error! Bookmark not defined.

4.4. Cycle two of the project implementation... Error! Bookmark not defined.

The plan... Error! Bookmark not defined.

The action and observation ... Error! Bookmark not defined.

1. Opening ... Error! Bookmark not defined.

2. Main Activity ... Error! Bookmark not defined.

3. Closing... Error! Bookmark not defined.

4.5. Cycle three of the project implementation ... Error! Bookmark not defined.

The plan... Error! Bookmark not defined.

The action and observation ... Error! Bookmark not defined.

1. Opening ... Error! Bookmark not defined.

2. Main Activity ... Error! Bookmark not defined.

3. Closing... Error! Bookmark not defined.

The Reflection on the third cycle ... Error! Bookmark not defined.

4.6. The Summative Assessment... Error! Bookmark not defined.

The Plan ... Error! Bookmark not defined.

The type of the test ... Error! Bookmark not defined.

The task of the test ... Error! Bookmark not defined.

The minimum mastery criteria ... Error! Bookmark not defined.

The Rubric of the summative assessment ... Error! Bookmark not defined.

The socialization of the mid-term test ... Error! Bookmark not defined.

4.7. Observing the process of the first mid-term test.. Error! Bookmark not defined.

Reflection on the process of the first mid-term test ... Error! Bookmark not defined.

4.7.1. Improvement of the sample student one... Error! Bookmark not defined.

4.7.2. Improvement of the sample student two ... Error! Bookmark not defined.

4.7.3. Improvement of sample student three ... Error! Bookmark not defined.

4.7.4. Improvement of sample student four ... Error! Bookmark not defined.

4.8. Observing the process of the second mid-term test ... Error! Bookmark not defined.

4.8.1. Improvement of the whole class ... Error! Bookmark not defined.

4.9. Observing the process of the written test ... Error! Bookmark not defined.

4.10. Summary ... Error! Bookmark not defined.

CHAPTER V... Error! Bookmark not defined.

CONCLUSION AND RECOMMENDATION ... Error! Bookmark not defined.

5.1. Conclusion ... Error! Bookmark not defined.

5.1.1. The answer to the first research question ... Error! Bookmark not defined.

5.1.2. The answer to the second research question... Error! Bookmark not defined.

Oceng Rum Karnodi, 2014

5.3. Recommendation ... Error! Bookmark not defined.

5.4. Closing Remark ... Error! Bookmark not defined.

References... Error! Bookmark not defined.

APPENDIX 1: INTERVIEWS WITH 3 TEACHERS AS THE RESPONDENTS (Respondent 1 from Bandung, Respondent 2 from Majalengka, Respondent 3 from Subang)... Error! Bookmark not defined.

APPENDIX 2: INTERVIEWS WITH RESPONDENT FOUR AND FIVE (ENGLISH TEACHERS IN THE REASERACH SITE)... Error! Bookmark not defined.

APPENDIX 3: RESEARCHER FIELDNOTES AFTER THE FIRST TIME

OBSERVATION. ... Error! Bookmark not defined.

APPENDIX 4: FOCUS GROUP INTERVIEW WITH STUDENTS AFTER THE FIRST TIME CLASSROOM OBSERVATION (September 23, 2013) ... Error! Bookmark not defined.

APPENDIX 5: FOCUS GROUP INTERVIEW WITH STUDENTS AFTER

SOCIALIZING THE GRADING SYSTEM (Monday 30th of September 201). ... Error! Bookmark not defined.

APPENDIX 6: INTERVIEW WITH 3 STUDENTS AFTER THE FIRST TIME

APPLYING THE POINT REWARDING SYSTEM (3rd of October 2013) ... Error! Bookmark not defined.

APPENDIX 7: FIELD NOTES FROM THE CRITICAL FRIENDS AND THE EXPERT TEACHER ON THE PROCESS OF TEACHING IN CYCLE TWO (Monday, October the 7th, 2013)... Error! Bookmark not defined.

APPENDIX 8: FOCUS GROUP INTERVIEW WITHS STUDENTS AFTER CYCLE TWO (7th of October 2013)... Error! Bookmark not defined.

APPENDIX 9: FIELD NOTE FROM THE EXPERT TEACHER ON THE 2ND CYCLE OF THE IMPLEMENTATION PROJECT (Monday, October the 7th, 2013)... Error! Bookmark not defined.

APPENDIX 10: COMMENTS FROM THE HEADMASTER AND PARENT REPRESENTATIVE DURING THE REFLECTION ON THE THIRD CYCLE

(Thursday, the 10th of October 2013. ... Error! Bookmark not defined.

APPENDIX 11: FORMAT PENILAIAN INDIVIDU (THE FORM OF INDIVIDUAL ASSESSMENT) ... Error! Bookmark not defined.

APPENDIX 12: INTERVIEW WITH Rd AFTER THE FIRST MID-TERM TEST (Thursday, October 17, 2013) ... Error! Bookmark not defined.

APPENDIX 13: FOCUS GROUP INTERVIEW AFTER THE SECOND MID-TERM TEST (Monday, the 21st of October) ... Error! Bookmark not defined.

APPENDIX 14: THE TEST ITEMS EMPLOYED IN WRITTEN TEST (Thursday, 24th of October, 2013)... Error! Bookmark not defined. APPENDIX 15: THE STUDENTS’ TEST RESULT FROM WRITTEN TEST

CONDUCTED ON THE 7TH MEETING... Error! Bookmark not defined. APPENDIX 16: LESSON PLAN OF CHAPTER II (IT’S MY BIRTHDAY) ... Error! Bookmark not defined.

Oceng Rum Karnodi, 2014

CHAPTER I INTRODUCTION

This first chapter of the thesis unfolds the background of the study, the aim of the study and the associated research question that the thesis seeks to answer, the scope and the significance of the thesis, definition of the key terms and a brief overview of the thesis organization.

1.1. Background of the study

Some negative reactions towards the enactment of the 2013 curriculum of Indonesia were shown by some parties, such as those shown by the Federasi Serikat Guru Indonesia, the Federasi Guru Independent Indonesia, and Sekolah Katolik and Kristen se-Indonesia (Tan, 2013)

The Federasi Serikat Guru Indonesia and the Federasi Guru Independent Indonesia resisted the new curriculum while Sekolah Katolik and Kristen se-Indonesia postponed the implementation of it.

These unfriendly welcomes are caused by the assumption that the 2013 curriculum possesses so many weaknesses one of which is its top-down or centralistic nature (Tan, 2013; Suwandi, 2013).

However, schools which have been assigned as the pilot project for the implementation of the 2013 curriculum have no choice but to accept and implement it properly. As a teacher in one of the pilot project schools, the researcher of this study felt obliged to contribute to the success of the implementation of the 2013 curriculum.

However, the atmosphere within the school where the researcher teaches is still uncertain. Here, teachers view the new curriculum differently. Most of the teachers have the opinion that the new curriculum makes them even busier than before, despite the fact that they are free from the burden of preparing the

syllabuses and the teaching materials since now they have been provided by the government.

From many informal talks with some teachers, it was revealed that the need to implement the authentic assessment in the day to day teaching practices was still regarded to be the most complicated task for them.

This problem led the researcher of this study to start the quest for finding some feasible ways and useful techniques in implementing the authentic assessme nt in day to day teaching practices. In so thinking this study set off to find some

answers to the question of “What steps are to be taken by teachers to assess students’ learning attitudes as the implementation of the authentic assessment as

required by the 2013 curriculum?”

Based on the close scrutiny on the document and some interviews with some English teachers, the researcher recognizes three new aspects within the 2013 English curriculum, they are the materials, the process of learning, and the assessment.

Viewed from the materials to be taught to the students, the 2013 curriculum provides fewer teaching materials compared to the 2006 curriculum (Kurikulum Tingkat Satuan Pendidikan).

The teaching materials for grade seven (Buku Guru, page iv) consist of eight chapters for one year. It means that in one semester four chapters must be covered. The materials cover: 1) Interpersonal, 2) Transactional, 3) Specific Functional, and 4) General Functional (Buku Guru, page 6-7). These materials are covered in the topic, which are related to the life of the social, natural and in the

immediate surroundings of students’ home and school.

The material for improving students’ Interpersonal skill, the materials are: 1)

Greetings, 2) Taking leave, 3) Thanking, 4) Apologizing, and 5) introducing one self.

Oceng Rum Karnodi, 2014

To improve their transactional skill, the students of grade seven will be taught how to tell and ask about facts and feelings, and how to ask and offer goods and services.

The Specific Functional covers: a. Label, b. List, c. Instruction, d. Short notices, e. Warning/Caution, f. Songs.

The General Functional covers: a. Name of days, months, parts of the day, date and year, b. Personal identity, c. Names of animals, objects, and public buildings, d. The characteristics of people, animals, and objects, e. Behaviors/actions/functions of people/animals/objects, f. Descriptive text (people, objects, and animals).

Teachers view the teaching materials of the 2013 curriculum differently. The English teachers who teach in the suburbs and remote area, in which English was introduced for the first time in grade seven, view this as quite fair.

But for the English teachers who teach in big cities like Bandung, Jakarta, or

Surabaya, where the students’ abilities are already above the level of the content covered in the 2013 curriculum, view the materials to be too easy, boring and do not suit the need of their students.

This condition supports the argument of Tan (2013) who argues that the uniformity in the level of teaching materials does not suit the various needs of the students throughout Indonesia.

The second new aspect of the 2013 curriculum is the process of learning which adopts the scientific approach or inquiry learning (Kemendikbud, 2013: 151). This scientific approach to learning consists of the stages of observing, questioning, associating, experimenting, and networking.

The issue of the employment of the scientific approach to learning English also raises quite a confusion among the English teachers. This confusion seems to stem

from the fact that the 2013 curriculum of English also still adopts the Genre-Based Approach, which is stated explicitly in the preface of the textbook for grade seven as follows:

The students are expected to have control over the types, the schematic structure, and the contexts of certain text (Kemendikbud, 2013).

Most English teachers who have been used to employing the Genre-Based Approach (Hyland, 2004; Gibbons, 2002; Emilia, 2012), which consists of the stages of Building Knowledge of the Field, Modeling, Joint Construction of Text, and Independent Construction of Text, become confused with the enactment of the 2013 which necessitates the English teachers to apply the scientific approach as stated above.

The third new aspect of the 2013 curriculum, which is also the overarching aspect, is the assessment techniques employed. The 2013 curriculum embraces the

authentic assessment principles. The assessment of students’ achievement is no

longer only based on the written test (paper and pen) but must also be based on their performances and their portfolios (Kemendikbud, 2013: 280).

This is in line with the suggestion from Hargreaves, Earl, & Schmidt (2002) that teachers are now expected to assess progress toward the outcomes by planning rubrics, identifying indicators of reaching the outcomes, developing appropriate modifications for individual students, assessing both the process and the product of learning, encouraging self-assessment, and using frequent and varied assessments.

The implementation of the authentic assessment is the primacy in the 2013 curriculum. It implies that the 2013 curriculum necessitates all teachers to deliver the learning experiences for their students that will develop knowledge and skills on the one hand, and supportive attitudes and values on the other. This has the aim to graduate informed, well-rounded and productive workers and citizens.

Oceng Rum Karnodi, 2014

Since the 1990s, there have been numerous advocates of authentic assessment as one of the critical pieces necessary to help students learn (Neely and Tucker, 2012).

The effectiveness of the authentic assessment in improving the students’ learning

has also been researched by many proponents of the field such as Smith (2005),

Hildebrand (2005), Poikela (2004), Fook and Shidu (2010), Hammond and Snyder (2000), Gulikers et al. (2006), and Neely and Tucker (2012).

The most relevant definition of authentic assessment of the 2013 curriculum is the one proposed by Gulikers, Bastiaens, and Kirschner (2004) which reads:

require students to use and demonstrate the same (kind of) competencies, or combinations of knowledge, skills and attitudes, that are applied in this situation in professional life (Gulikers et al, 2004).

The inclusion of the attitudes in the definition above makes it similar to the assessment intended by the 2013 curriculum of Indonesia.

From this and some other definitions of authentic assessment (Khaira and Yambo, 2005; Mueller, 2006) it can be stated here that the authentic assessment has to do with students demonstrating that they know a body of knowledge, have developed a set of skills, and can apply them in a real life situation and can solve real life problems.

The authentic assessment is primarily important in the 2013 curriculum because it can realize the concept of teaching and learning experiences which develop not only knowledge and skills but also supportive attitude.

The researcher of this study believes that the authentic assessment is quite feasible to be implemented in the Indonesian school setting and at every level of education including the junior high school level.

However, based on some interviews with some English teachers, both in big cities such as Bandung and in rural towns such as Lembang, most of them are still not

sure about how to implement the authentic assessment. What they are sure of being only one thing, i.e. it will surely make them even busier than preparing the syllabuses and the teaching materials which they used to do during the time of the 2006 curriculum or the KTSP.

The implementation of the authentic assessment embodied in the 2013 curriculum is evidently a big problem for most English teachers, because they regard it as a new thing. It is reasonable for previously most teachers might have not implemented the authentic assessment app ropriately, although actually it was mentioned as the principles of the whole assessment embodied in the 2006 curriculum or KTSP (Departement Pendidikan Nasional, 2007: 32).

Almost all of the teachers regard the implementation of the authentic assessment is the most complicated task to carry out. Implementing the authentic assessment implies that every day the teachers must observe and document the attitudes of

their students during the teaching/learning processes regarding their students’

discipline, confidence, honesty, respect, activeness, team-work, and their communicative competence. Almost all the teachers have not had any idea and are a little bit pessimistic regarding their ability as how to carry out this responsibility. Based on these facts, conducting a study which addresses the implementation of the authentic assessment at this early stage of the implementation of the 2013 curriculum, especially in the design of an action research which tries to find some techniques of how to implement the authe ntic assessment properly is of great value as this can pave the way to the achievement of the goals of the 2013 curriculum.

From the preliminary stage of this study what seems to be the most complicated issue in the implementation of the authentic assess ment is the administering the

Oceng Rum Karnodi, 2014

1.2. Research Question

As stated in the background of the study that administering the assessment of

students’ attitudes is regarded the most complicated task, this study addresses the

research question:

1. What steps can a teacher take to administer the authentic assessment? 2. What impacts do the steps taken have on students’ competencies?

1.3. Purpose of the study

This study is aimed at finding some efficient, effective and feasible techniques in implementing the authentic assessment embraced in the 2013 curriculum. The findings of this study will equip the English teachers with the knowledge and skill of assessing their students based on daily observations and documentations.

Such knowledge and skill will lift up one of the problems faced by the English teachers at the moment. When the purpose is achieved it is hoped that the findings can be implemented by all the English teachers in their day to day teaching practices.

1.4. Significance of the study

This study deals with helping the English teachers in implementing the authent ic assessment embodied in the 2013 curriculum. The significance of this study can be viewed from at least two points of view, theoretically and practically.

Theoretically, this study is expected to enrich the literature on the techniques of the implementation of the authentic assessment in the 2013 curriculum of Indonesia. So far as the researcher of this study knows there has not been any document regarding what steps are to be taken by teachers in implementing the authentic assessment. It is hoped that this study can become a stepping stone for the later study of the same issues.

Practically, this study will equip the English teachers with the knowledge and skill in their teaching practices on how to implement the authentic assessment in their daily teachings.

Those skills and knowledge will place the teachers in the position of creative and innovative teachers not as robot as stated by Suwandi (2013). This is also in line with the statement of Dharma (2008), who places the teachers in the position of overarching agents in bringing success to the implementation of the curriculum.

Richards (2001: 209) suggests that teachers ultimately determine the success of the program (curriculum). He also adds that good teachers can compensate the deficiencies in the curriculum, the materials, or the resources they make use of in their teaching.

Another proponent of education, Alwasilah (2013) from Indonesia University of Education, regarding the enactment of the 2013 curriculum, states that what matters is the teacher not the curriculum. Further, he states

A new curriculum is always a good notion. However, drawbacks invariably stem from implementation (The Jakarta Post, 5/1/2013).

Realizing that the role of teachers is the key factor in achieving the goals of the curriculum, it is evident that this study, practically, is of great significance.

1.5. Definition of the key terms

There are three key terms that most frequently come up in this study, i. e. the 2013 curriculum, the authentic assessment, and the learning attitudes. To make them clear, it is necessary to define them in advance. A brief review of the definition of the terms is presented as follows:

The 2013 curriculum in this study refers to the curriculum for junior high school in Indonesia, which was enacted in 2013 and was first implemented in June of 2013.

Oceng Rum Karnodi, 2014

The authentic assessment in this study refers to the assessment that teachers must implement along with the implementation of the 2013 curriculum of Indonesia. The authentic assessment necessitates the teachers to assess the knowledge, skill, and attitude of the students.

The learning attitudes in this study refer to the attitudes mentioned in the 2013 curriculum which covers: respect for others, honesty, care, courage, confidence, social awareness, and curiosity (Kemendikbud, 2013: 282).

1.6. The organization of the paper

Following the tradition put forward by the proponents of educational research (Swales and Feak, 1994; Evans and Gruba, 2002; see also Emilia, 2009), this study report consists of a title page, a declaration page, an approval page, a preface, an abstract, an acknowledgement, a table of contents, five chapters as the body of the study, a reference, and appendices.

The five chapters as the body of the study are organized as follows:

Chapter one is the introduction to the study. This chapter sets out with the background of conducting the study and followed by some important notions of the study covering research question, the purpose of the study, the scope of the study, the significance of the study, and the definition of the key terms.

Chapter two addresses the literature review that underpins the study and become the theoretical reference during the overall process of the study. The theories covered in this section are the 2013 English curriculum of Indonesia and the basic notions of the authentic assessments.

Chapter three presents the methodology which contains the research design, research site and participants, the criteria of success, data collection methods, and data analyses.

Chapter four unfolds the results or findings of the study. In this chapter the data are presented and analyzed. The inclusion of the analysis of the data in this chapter follows the suggestion put forward by Swales and Feak (1994; 2004).

Chapter five, as the last chapter, presents the conclusions, limitation of the study, and implication for further research.

Oceng Rum Karnodi, 2014

CHAPTER III

RESEARCH METHODOLOGY

To follow the guideline of writing a thesis written by Emilia (2009) and also the suggestion from two proponents of action research, Alwasilah (2011: 119) and Koshy (2005: 128), this chapter presents the report of what the researcher did in conducting the study. This includes the research design, the research site and participants, the criteria of success, the time and procedure, the data collection and the data analysis.

3.1. Research Design

Because thepurpose of this study is to seek local understanding and improve the researcher own teaching practice, the Action Research design is believed to yield optimal results. This is in line with the suggestion of Nunan and Bailey (2009: 250) that action research aims at improving the researcher’s own practices.

Carr and Kemmis (in Nunan and Bailey, 2009: 226-227) define Action Research as:

A form of self-reflective enquiry undertaken by participants in order to improve the rationality and justice on their own practices, their understanding of those practices and the situations in which the practices are carried out.

Some characteristics of this study, which match the principles of action research are dealing with the immediate problem, having the intention to improve teaching, establishing self-critical teacher, starts small, and taken directly in situ. These characteristics match the principles of action research which are proposed by its proponents such as Hult & Lennung (1980), McKernan (1991), Kemmis and McTaggart (1992), Zuber-Skerit (1996b), Winter (1996), Stenhouse (1975), Biggs (2003),and Nunan and Bailey (2009).

The more detailed rationales are as follows:

First, this study deals with the immediate problem. Currently, the need to implement the authentic assessment is regarded to be the hardest problem faced

by most teachers, including the researcher of this study. Kemmis and MC Taggart (1992: 21-22) state that

Action research is not research done on other people. Action research is research done by particular people on their own work.

The second feature of action research that matches the characteristic of this study deals with the purpose of the study. According to Kemmis and MC Taggart (1992) action research helps the researchers improve what they do. Action research deals with individual or group with a common purpose of improving practice. It has been stated in the first chapter that this study also has the purpose of improving the practice of administering the authentic assessment.

The third feature of action research that suits this study is the nature of emergence. In this study, the researcher intends to introduce some innovative ideas on how to integrate the authentic assessment in the teaching- learning process. This is in line with the role of action research proposed by Koshy (2005: xii).

This study was conducted at the time when most of teachers, including the researcher himself, were in the problematic situation. Most of the teachers did not have a clear set of steps on how to implement the authentic assessment in their daily teaching practices. The book of training material on the implementation of the 2013 curriculum (Kemendikbud, 2013) does provide the forms of the authentic assessment, but it does not provide the guidance for teachers on how to administer it.

The findings of this study can be regarded as new theories which will equip the teacher with the knowledge of how to implement the authentic assessment so that the teachers will function more intelligently and skillfully (Burns, 1994: 294). This production of practical knowledge which is useful to teacher in everyday context is the nature of action research which is outlined by Reason and Bradbury (2002: 2) and Wallace (1998: 4). This will also lead to the improvement (change)

Oceng Rum Karnodi, 2014

of the current practices. Improvement or change is the key word of action research (Koshy, 2005: 9).

The fourth reason for choosing the action research as the design of this study is because this study was conducted directly in situ which starts small. This coincides with the suggestion of Bell (1999), and Cohen and Manion (1994: 192) who state that action research deals with concrete problems located in an immediate situation.

As a whole the action research design was chosen in this study with the purpose of finding some techniques of administering the authentic assessment so that the two research questions can be answered wholly or at least a part of it.

The most commonly known method of action research is the one proposed by Kemmis and McTaggart (2000: 595) which consists of planning, acting, observing, and reflecting (see also Lewin, 1946; 1948).

Kemmis and McTaggart (2000: 595) propose that in the action research the process of planning – acting – observing – reflecting is cyclical. Sagor (2005) uses different terms: clarifying vision and targets, articulating an appropriate theory, implementing activities and collecting data, and reflecting on the data and planning informed action.

Koshy (2005: 31) gives more detailed stages of conducting action research which goes: (1) identifying the topic and setting the context, (2) reviewing and analyzing the literature, (3) focusing on the topic, question or hypothesis, (4) planning activities, (5) gathering data, (6) analyzing data, (7) acting/implementing, (8) reflecting on outcomes, and (9) reporting.

However, Koshy (2005: 5) also gives a hint that an action researcher should adopt or adapt the models which suit the researcher’s purpose. In so thinking, from many models proposed by the proponents such as that of O’Leary (2004: 141), Macintyre (2000: 1), Elliot (1991: 71), the researcher of this study chose the

procedure suggested by Cohen et al. (2007: 306-8), the model is known as the eight-stage process of action research. This model suited the purpose of this study. The stages are discussed in the following paragraphs.

The first stage involves identificatio n, evaluation, and formulation of the problem perceived as critical in an everyday teaching situation.

The second stage consists of preliminary discussion and negotiations among the interested parties – teachers, researchers, advisers, sponsors, possibly – which may culminate in a draft proposal. This may include a statement of the question to be answered.

According to Cohen et al. (2007: 306-8) it is very important that the objectives, purposes, and assumptions are made perfectly clear to all concerned. So during this stage, the researcher of this study held a discussion with the advisor, the head-teacher, and three colleagues (English teachers in the research site) involved in this study.

During this stage the researcher made clear to all concerned abo ut the objectives, purposes, assumption, and most importantly the research questions. The result of this stage has been stated in chapter I (sub-section 1.2.).

The third stage involves a review of the research literature. This stage has the intention to find out what can be learned from comparable studies, their objectives, procedures and problems encountered.

The fourth stage, according to Cohen et al. (2007) involves a modification of the initial statement of the problem in the first stage. It may now e merge in the form of testable hypotheses, or a set of guiding objectives. In this stage the assumptions underlying the project are made explicit (e.g. in order to effect curriculum changes, the attitudes, values, skills and objectives of the teachers involved must be changed).

Oceng Rum Karnodi, 2014

It was at this stage the objective of this study made clear, i.e. to improve the skill of the researcher in integrating the authentic assessment into his daily teaching. The fifth stage is the selection of research procedure – sampling, administration, choice of materials, methods of teaching and learning, allocation of resources and tasks, deployment of staff and so on.

The sixth stage is deciding the evaluation procedures. This evaluation procedure will be continuously used. In this study this stage is presented under the sub-section of the criteria of success (see subsub-section 3.3. of this chapter)

The seventh stage is the implementation of the project. According to Cohen et al. (2007) this stage can be over varying periods of time. This stage includes the conditions and methods of data collection (e.g. fortnightly meetings, the keeping of records, interim reports, final reports, the submission of self-evaluation and group evaluation reports, etc.), the monitoring of tasks and the trans mission of feedback to the research team, and the classification and analysis of data.

It was during this stage the employment of the cyclical action research took place in this study.

The eighth (final) stage involves the interpretation of the data; inference to be drawn; and overall evaluation of the project. Discussion on the findings should be done in the light of previously agreed evaluative criteria. Errors, mistakes and problems are considered. The general summing up is made in which the outcomes of the project are viewed, recommendations made, and arrangements for dissemination of results decided.

The eight-step action research design employed in this study is shown in the following figure:

STAGE 1

Figure 3.1. The Seven Stage Action Research of this study STAGE 3

Review of the research literature STAGE 2

Preliminary discussion and negotiations among the interested parties – teachers, supervisor, advisers, and head-teacher

STAGE 4

Establishing testable hypothesis, skills and objectives of the teachers involved that must be changed

STAGE 5

Selection of research procedure – sampling, administration, choice of materials, methods of teaching and learning, allocation of resources and tasks,

STAGE 6

Deciding the evaluation procedures

STAGE 7

The implementation of the project. One cycle of the action research (plan – act – observe - reflect) was conducted in

this stage.

STAGE 8

Interpreting the data, drawing inference, and overall evaluation of the project.

Oceng Rum Karnodi, 2014

3.2. Research Schedule

Based on the eight-stage model of action research above, this study was conducted with the schedule as shown in table 3.1.

Table 3.1.The Schedule of the Study

NO STAGE

DATA COLLECTION

METHODS

RESPONDENTS TIME

1

Identification, evaluation, and formulation of the problem

Interviews and questionnaires

Some selected English teachers

July and August, 2013

2

Preliminary discussion and negotiations among the interested parties – teachers, supervisor, advisers, and head-teacher

Interviews Headmaster in the research site

July and August, 2013

3 Review of the research

literature Review

Relevant document (2013

curriculum and authentic assessment)

July and August, 2013

4

Establishing testable hypothesis, skills and objectives of the teachers involved that must be changed

Discussion Expert teacher July and August, 2013

5

Selection of research procedure – sampling, administration, choice of materials, methods of teaching and learning, allocation of resources and tasks

Discussion Expert teacher July and August, 2013

6 Deciding the evaluation

procedures Review

Literature on educational research methods July and August, 2013 7

The implementation of the project. One cycle of the action research was conducted at this stage. Classroom observation and focus group interview

Students and the teacher researcher September 23 until October 24, 2013. 8

Interpreting the data, drawing inference, and overall evaluation of the project.

The collaborators

July until November,

The implementation project (stage 7) of this study employed the main cycle of action research, i.e. planning – acting –observing – reflecting as proposed by Kemmis and McTaggart (cited in Koshy, 2005: 4). The cycle can be seen in the following figure

Oceng Rum Karnodi, 2014

The implementation of the project lasted for seven time meetings starting from September 23 until October 24, 2013. The following table (Table 3.2.) is the schedule for the implementation of the project of this study:

Table 3.2. The Schedule of the Implementation Project No The Stage of the implementation project Date

1 Initial observation 23

Sept. 2013 2 Cycle one

Plan 26

Socializing the grading system 30

1st action 3

Oct. 2013

Reflection 3

3 Cycle two

Plan 3

Action and Observation 7

Reflection 7

4 Cycle two

Plan 7

Action and Observation 10

Reflection 10

5 Socializing the midterm test 14 6 Speaking test (midterm test 1) 17 7 Speaking test (midterm test 2) 21

8 Written test 24

3.3. Research Site and Participants

3.3.1. Research site

Referring to the purpose of the study which deals with the 2013 curriculum, the research site must be a school where the new curriculum has been implemented. The school where the researcher of this study teaches was selected as the research site because it had been assigned as the pilot school project on the implementation of the 2013 curriculum.

The selection of the research site was also in line with one of the characteristic of action research which is conducted in situ. As stated by Cohen and Manion (1994: 192) who describe action research as

on-the-spot procedure designed to deal with a concrete problem located in an immediate situation. This means that ideally, the step-by-step process is constantly monitored over varying periods of time and by a variety of mechanisms (questionnaires, diaries, interviews and case studies). (Cohen and Manion, 1994: 192).

This school is a junior high school in Bandung Barat Regency. Previously this school was one of the RSBI (Piloting International Standard School).

3.3.2. Research Subjects

There were two subjects of observation in this study. The first was the students who received the treatment of the project implementation and the second was the researcher himself.

The researcher of this study was given an opportunity to implement the project in a class of grade seven. The number of students in this class was forty. These forty students were the first subject of the study. They were the subject of observations which were conducted by the researcher, the expert teacher, and the critical friends during the implementation of the project.

The second subject of this study was the researcher himself. He was also the subject of observations which were done by the expert teacher and the critical friends.

All the actions of the researcher are subject to scrutiny, criticism and analysis. This is in line with the suggestion of Biggs (2003: 7) who states that the target of action learning is the teaching of individual teacher herself or himself. In the same vein Carr and Kemmis (1986: 162), Cohen and Manion (1994: 192) state that action research is a form of self-reflective inquiry. The scrutiny focuses on the action of assessment.

This is also in line with the purpose of the study and the characteristic of action research which is to improve the professionalism of the researcher himself, in this study, the researcher positioned himself as the participant observer (Flick, 1998: 137; Cooper and Schindler, 2001: 375).

Oceng Rum Karnodi, 2014

3.3.3. Research Participants

In this study there were some important participants who acted as the collaborators. Two of them played the most important role without whom this study could not be conducted. They were the expert teacher and the critical friends.

The existence of the expert teacher in this study is crucial as she acted as the collaborator whose function was to give guidance and to decide whether the researcher had implemented the authentic assessment accordingly or not.

One of the English teachers in the research site voluntarily took the role as expert teacher. She has got the training program of the implementation of the 2013 curriculum in June 2013. She is the chairperson of the MGMP (teacher professional development network) in the school and the chairperson of the MGMP in Bandung Barat Regency. She has attended many workshops, seminars, and teacher training programs as well as other Continuing Professional Development (CPD) programs.

The second and the third participant in this study were two colleagues of the researcher. They served as the critical friends. The existence of the critical friends is in line with the suggestion from Burns (2009) and Koshy (2005: 40). Their comments and point of views played an important role in the verification of the conclusions drawn from the data.

3.4. The Criteria of Success

Deciding the evaluation procedures (Cohen et al., 2007: 307) is the sixth stage of this action research. In this subsection the researcher uses the term criteria of success. This stage is important because it can lead to the termination of the intervention program.

Following the statement of Emilia (2013, in one of her lectures) that action research can be terminated when the success have been achieved. Thus, it is very important here to state the criteria of success.

The success of this study is based on two criteria. The first is the change experienced by the researcher. The researcher had to gain proof that he had implemented the authentic assessment by integrating it into his day to day teaching practices. This is gained from the judgment of the expert teacher.

The second criterion of success is viewed from the change experienced by the students in terms of improvement in their learning attitudes. Students’ learning attitude improvement will be shown by the level of students’ involvement in the learning processes. This is gained from the verification of all the collaborators (the expert teacher and the critical friends).

3.5. Data collection methods and techniques

The employment of the eight-stage action research (Cohen et al., 2007) in this study necessitates the researcher to collect data at two different times. The first was prior to the implementation program, referred to as the preliminary stage (stage 1 to 6), and the second was during the implementation program (stage 7). The data were collected through different methods and techniques at each stage. 3.5.1. Data collection methods at the preliminary stage

At the first stage, i.e. the stage of identification, evaluation, and formation of the problem, the data were collected through interviews and questionnaires with some English teachers as the respondents. These data were needed to identify the problem faced by most English teachers related to the implementation of the authentic assessment embodied in the 2013 curriculum.

Oceng Rum Karnodi, 2014

At the second stage of the study, the data were gained from the interview with the headmaster in the research site and the supervisor at the level of regency of Kabupaten Bandung Barat.

At the third stage of this study, the data were gained from some reviews on the relevant literature, the document of the 2013 English curriculum and some literatures on authentic assessment. This stage is documented in chapter two of this paper.

At the fourth and fifth stages, the data were collected from some discussion with the expert teacher concerning the hypothesis of this study.

At the sixth stage, the data were gathered from reviewing the literature on the educational research methods. The result was the decision to employ the action research design.

3.5.2. Data collection methods of the implementation project

The seventh stage is the implementation program. During this stage the researcher teamed up with an expert teacher and two critical friends (see research participant) to collect various relevant data needed to address the two research questions. The data were gathered from observation and interview with the students. The data gathered at this stage is the focus of this study.

Table 3.3. Shows that the data collection method and techniques employed in the implementation of the project (stage 7) were the observational (observation and video recording) and non observational (interviews) methods (Burns, 2009). This has the purpose of gaining knowledge from insider (or emic) perspective.

The observational method consisted of the peer observations, other observations, and video recordings. The non observational (interviews) took the students as the respondents.

Table 3.3. Research Questions and Data Collecting Techniques

Research Questions Data collecting techniques 1. What steps can a teacher take to

administer the authentic assessment?

Peer observations Video Records

2. What impacts do the steps taken have on students’ competencies?

Other observations Video Records Interviews The overall activities of the data collection can be seen in table 1.

The following paragraphs unfold how/why the techniques were employed in the implementation program (7th stage).

3.5.2.1. Peer observations

Peer observation is observation of the teacher researcher by others who act as mentor and influencer (Burns, 2009). In this study the peer observations were conducted by one expert teacher (see the research participants) and two critical friends.

The expert teacher and the two critical friends were supposed to observe both the teacher researcher and the students during the teaching learning processes of the intervention programs in which the researcher tried to implement the authentic assessment as intended by the 2013 curriculum.

The employment of the peer observation in this study is in line with the suggestion from Cohen et al. (2007: 397) that the aim of observation is to catch the dynamic nature of events, to see intentionality, and to seek trends and patterns over time.

Hopkins (2002, see also Koshy, 2005) proposes the three-phase observation cycle as shown in figure 3.3. This observation cycle consists of three phases, the planning meeting, the classroom observation, and the feedback discussion.

Oceng Rum Karnodi, 2014

In this study, during the planning meeting the researcher and the collaborators (the expert teacher and the two critical friends) reflected on a proposed lesson which led to a mutual decision to collect observational data on the aspect of authentic assessment being implemented by the teacher researcher.

Figure 3.3. The Three-phase observation cycle. Adapted from Koshy (2005: 100)

During the classroom observation phase of this study, the collaborators observed the actions of the teacher researcher and collected objective data on the effect of the action taken by the teacher researcher towards the improvement of students’ attitudes, knowledge, and speaking skill (appendix 6).

The results of the observations were then discussed in the phase of feedback discussion. In this study, the expert teacher, who functioned as the mentor and the influencer (Burns, 2009, in Heigham and Croker, 2009) commented on two aspects. First she would judge whether the researcher of this study had implemented the authentic assessment or not (appendix 8). And secondly, she would give advice concerning what steps to be taken by the teacher researcher to implement the authentic assessment as intended by the 2013 curriculum.

While the critical friends, were to give comments regarding the data of the improvement of the competencies of the students and give confirmation and to crosscheck the validity of the data found by the expert teacher and the teacher researcher. The data from the peer observation were needed to answer the research questions.

Feedback discussion Classroom observation Planning meeting

The results of the peer observations were kept in the form of field notes (appendix 6 and 8). And when the expert teacher declared that the researcher had implemented the authentic assessment, the intervention program was terminated.

This principle coincides with the suggestions from Koshy (2005) that:

Observation is a natural process – observing people and incidents all the time and based on the observation, judgments are made (p. 98).

The field notes of the observation of students’ attitude were then used as the basis to answer the second research question. The nature of this observation was the open-ended observation in which no preconceived plans or checklist used.

3.5.2.2. Other observations

Other observation is the observation by the researcher of others in the classroom setting (learners, team teachers, pre-service practicum teachers, classroom aides, bilingual assistants, parents) (Burns, 2009).

In this study, the researcher conducted observations of the learners, especially their attitudes during the teaching learning processes. The instrument used was the field notes taken during the teaching learning processes. The nature of this observation was open-ended observation. The researcher positioned himself as the participant observer.

Based on these observations the researcher collected the data to answer the second research question.

3.5.2.3. Interviews

Interviews were conducted in this study with some students as the respondents to seek data to answer the second research question (see table 3.2.). The two critical friends acted as the interviewers. This had the aim of gaining as objective data as possible.

Oceng Rum Karnodi, 2014

The interviewees were selected based on their attitudes during the teaching learning processes. The open-ended (Burns, 2009) interviews suited the purpose. These interviews were conducted at the end of every meeting (class). The purposes of these interviews were to find out the reasons of the students’ shown attitudes during the learning process that day and to gain information on how the students perceived the actions taken by the teacher researcher during the class. 3.5.2.4. Video records

In this study it is imperative to video record the processes of the intervention program. First, it can eliminate the difficulty of collecting the data while the researcher was teaching. This is in line with the statement of Burns (2009) that being the action researcher collecting data while teaching is difficult.

Secondly, the data from the video can be used to crosscheck the validity of the data gathered from the three techniques above (peer observation, other observation, and interview).

3.6. Data analysis

There were two groups of data collection in this study. First, the data from the preliminary stage and secondly the data from the project implementation.

3.6.1. Data from the preliminary stage

All the data were analyzed following the thematic ways (Sternberg, 1988, cited in Pedoman Penulisan Karya Ilmiah UPI, 2013: 32).

The data collected at the stage of the preliminary stage were only used to recognize the problem mostly faced by the teacher regarding the 2013 curriculum and the necessity to implement the authentic assessment.

3.6.2. Data from the Implementation Project

More space of analysis in this study dedicated to the analysis of the data collected during the stage of the implementation of the project, which is the seventh stage of action research design proposed by Cohen et al. (2007). This is because the two research questions presented in this study could be answered by analyzing the data from the implementation of the project.

As commonly happens in the qualitative research (Alwasilah, 2002), the inductive analytical approach, was applied in this study to analyze the data. The inductive reasoning begins with data and ends up with a theory (Nunan and Bailey, 2009: 421).

Data analyses in this study were conducted during (on- going) the process of the study. Exactly every time after the teaching, learning processes, i.e., during the feedback discussion (see the three-phase observation cycle above).

The data analysis began while they were being gathered. As the characteristics of qualitative research, the analyses were tentative and provisional throughout the study and only become comprehensible once the data were completely collected (Travers, 2002).

In analyzing the data, the model proposed by Miles and Huberman (1994; see also Koshy, 2005: 113-114) was applied. This model presents three concurrent flows of activities. They are (1) data reduction, (2) data display, and (3) conclusion drawing and verification.

Data reduction is a form of analysis that sharpens, sorts, focuses, discards, and organizes data in such a way that ‘final conclusion’ can be drawn and verified (Koshy, 2005: 114). During the data reduction the data were selected, focused, simplified, abstracted and transformed into the written up field notes and transcriptions. The researcher was continually engaged in data reduction throughout the inquiry until the conclusions were presented.

Oceng Rum Karnodi, 2014

The next step in the data analysis is the display of the data in the form of tables. The purpose of this is to make organized information into immediately available, accessible, compact form so that the analyst can see what is happening.

The last step in the data analysis is conclusion drawing and verification. From the start, the researcher tries to decide what things mean and to note regularities, patterns and explanations (appendix 4). The researcher holds these conclusions lightly, maintaining skepticism until they were more explicit and grounded. Although final conclusions appeared only when the analysis was over, the researcher also drew conclusions as the project progresses.

3.6.2.1. Data from peer observations

The data from peer observation which were conducted by the expert teacher consists of two kinds, the first are data concerning the actions of the teacher researcher (appendix 9) and the second kind of data were the data concerning the students’ learning attitudes (appendix 5). Both kinds of the data were collected from the field notes made during the processes of teaching by the expert teacher who acted as the non participant observer (Burns, 2009, in Heigham and Croker, 2009).

The data about the actions taken by the teacher researcher were analyzed and discussed by the researcher and the expert teacher right after every lesson. This was done with two purposes, first to decide which action taken by the researcher during the lesson reflect the authentic assessment, and secondly to plan the step to be taken in the following lesson to realize the implementation of the authentic assessment. This data analysis is the basis of answering the first research question. The data about students’ learning attitudes were also discussed by the researcher with the expert teacher to find out the impact of the actions taken by the researcher on students’ learning attitudes. This data analysis is the basis of answering the second research question.

3.6.2.2. Data from other observations

These data were in the form of researcher’s field notes (appendix 3). These data were used to cross check and complete the data collected by the expert teacher, which later were confirmed by the expert teacher’s field note on students’ attitudes that emerged as the impact of the actions taken by the teacher researcher. 3.6.2.3. Data from interviews

The data from the open-ended interviews with the students (appendix 4,5,6,12) were analyzed and discussed with the expert teacher to arrive at the correct interpretation of students’ learning attitudes.

3.6.2.4. Data from video records.

The data from the video records were analyzed and discussed with the expert teacher to confirm and triangulate the data from the three data sources previously stated (peer observation, other observation, and interview).

3.7.Summary of Chapter III

This chapter has presented the steps of the study, which are divided into two broad divisions. They are the preliminary stage and the implementation project (Cohen et al, 2007). In the preliminary stage the researcher conducted six steps, they are: Identified and formulated the problem, held discussions with some English teachers, supervisor, and head-teacher, reviewed the related documents, established a hypothesis, selected research procedures, and decided the criteria of success.

The implementation of the project utilized the Three-phase observation cycle (Koshy, 2005) which consists of the planning meeting, the classroom observation, and the feedback discussion. This step was conducted for three cycles.

During the implementation of the project three participants were involved, they were one expert teacher and two critical friends (Koshy, 2005; Burns, 2009). The

Oceng Rum Karnodi, 2014

expert teacher was to judge in what ways the steps taken by the researcher reflect the characteristics of authentic assessment. And the critical friends were to observe the effects of the steps on the students’ attitudes, knowledge and skill.

The data were collected from classroom observations and interviews with selected students. The data from the classroom observations were in the form of field notes made were taken by the collaborators while the data from interviews were recorded by the critical friends and then synchronized with the observational data to elevate the validity of the data. All data were discussed during the reflection stage (Burns, 2009) or during the feedback discussion (Koshy, 2005) which aimed at finding the answer to the two research questions.

CHAPTER V

CONCLUSION AND RECOMMENDATION

In this final chapter of the study, the conclusion along with some recommendations will be presented. The conclusion will present the answer to the two research questions, while the recommendation will suggest further studies on the similar topic.

5.1. Conclusion

The authentic assessment embodied in the 2013 curriculum coincides with the definition proposed by Wiggins (1989) and Wolf (1989), which state that authentic assessment values the thinking behind the work, the process, as much as the finished product. From this definition it is clear that the 2013 curriculum necessitates teachers to assess the attitudes of the students during the learning processes.

From this necessity the researcher tried to find a technique to assess students’ attitudes during the learning processes which is feasible to be administered.

In this sub section the answers to the two research questions are presented subsequently.

5.1.1. The answer to the first research question

The first research question is: What techniques can a teacher apply to assess students’ attitudes?

In this study the researcher applied the technique of point rewarding system to assess students’ attitudes. This technique reflects the characteristic of authentic assessment embodied in the 2013 curriculum.

With the point rewarding system the teacher always paid attention to the students’ attitudes during the learning processes. This is in line with the definition of

Oceng Rum Karnodi, 2014

authentic assessment cited in the document of the 2013 curriculum which is proposed by The American Library Association (in Kemendikbud, 2013: 241) that authentic assessment is an evaluation process to measure performance, achievement, motivation, and learners’ attitude during the learning activities. In the same vein, Newman, Brandt & Wiggins (1998: 19) state that an assessment is authentic when it measures products or performances that “have meaning or value beyond success in school”.

The point rewarding system also proved to foster powerful and productive learning for the students. This is one of the characteristic of the authentic assessment proposed by Hargreaves, Earl, & Schmidt (2002).

In applying the point rewarding system the researcher took the following steps: 1. Socializing it. Through thorough discussion and lecturing the students were

led to understand the purpose of the point rewarding system. They were familiarized with why and how to get the point. This is in line with the suggestion from Aitken and Pungur (n.d.) that the important point of the authentic assessment is that the students clearly understand the target/criteria before they do the assessment task.

2. Applying the system systematically. By keeping the track of the points collected by the students, the researcher carefully and intensely rewarded every positive attitude of the students that emerged during the learning processes. The positive attitudes include eight aspects stated in the document of the 2013 curriculum, they are: 1) respect, 2) honesty, 3) care, 4) courage, 5) confidence, 6) communicativeness, 7). Social awareness, 8) curiosity.

This second step is very important because the improvement of students’ attitude has been the salient objective of the 2013 curriculum of Indonesia (Kemendikbud, 2013).

3. Assessing the improvement of students’ knowledge and skill. This is what Brown (2004) called as formative assessment. Brown (2004: 4) states that whenever a student responds to a question, offers a comment, or tries out new words or structures, the teacher subconsciously makes an assessment of the student’s performance.

4. Administerign the speaking test. This is in line with the suggestion from Mueller (n.d.) that the tasks in the authentic assessment should be more performance rather than memorization.

5. Administering the written test. This is in line with the suggestion from Hiebart, et al. (1994) and Wiggins (1993) who state that the authentic assessment in the English language teaching can be as simple as assessment tasks that resemble reading and writing in the real world and in school (Hiebart, et al., 1994; Wiggins, 1993).

Administering the written test is still needed in the implementation of the 2013 curriculum. One of whose aims is to ensure that the students have mastered the material covered in the syllabus.

5.1.2. The answer to the second research question

The second research question: Can the technique applied improve students’ knowledge and skill?

The data collected in this study have revealed that the employment of the point rewarding system have affected the students’ learning attitudes toward some improvement.

The improvement in the competency of attitudes is the most salient. After three cycles of the implementation of the point rewarding system the students had shown that they are now more enthusiastic in responding to the greeting addressed by the researcher, they do not show nervousness when addressed spontaneously, they are very enthusiastic in raising their hands, they speak more audibly, and react spontaneously to any stimulus from the researcher.

2010. Retrieved on Sept. 23, 2013. From

http://scholar.google.com/scholar?as_ylo=2009&q=authentic+assessment& hl=en&as_sdt=0,5

Frey, B., B., Schmitt, V., L., and Allen J., P. (2012). Defining Authentic Classroom Assessment. Practical Assessment, Research and Evaluation,

17(2). Available online http://pareonline.net/getvn.asp?v=17&n=2

Gibbons, P. (2002). Scaffolding language and scaffolding learning. Teaching second language learners in the mainstream classroom. Portsmouth, NH: Heinemann.

Gipps, C. (1994). Beyond Testing: Towards a Theory of Educational Assessment. London: Falmer.

Gulikers, J. T. M., Bastiaens, Th. J., & Kirschner, P. A. (2006). Authentic assessment, student and teacher perceptions: the practical value of the five dimensional- framework. Journal of Vocational Education and Training, 58, 337-357

Gulikers, J., Bastiaens, T., & Kirschner, P. (2004). A five-dimensional framework for authentic assessment. Educational Technology Research and Development, 52 (3), 67-85.

Hammond, L., D. & Snyder, J. (2000). Authentic assessment of teaching in context. Teaching and Teacher Education 16 (2000) 523}545. Retrieved on

Sept. 25, 2013. From

http://scholar.google.com/scholar?hl=en&q=authentic+assessment&btnG= Hanley & Madaus, G. (1989). Searching for Alternatives to standardized tests:

Whys, what, and whithers. Phi Delia Kappan. 70(9), 683-687

Hargreaves A., Earl L., and Schmidt M (2002). Perspectives on Alternative Assessment Reform American Educational Research Journal Spring 2002, Vol. 39, No. 1, pp. 69–95. DOI 10.3102/00028312039001069

Harmer, J. (2009). How to teach (5th Eds). Harlow: Longman.

Herrington, J., & Herrington, A. (1998). Authentic Assessment and Multimedia: How University Students Respond to a Model of Authentic Assessment [Electronic version].Higher Education Research and Development, 17(3),

305-322. Retrieved November 6, 2008, from

http://edserver2.uow.edu.au/~janh/assessment/authentic%20assessment_file s/herdsa.pdf

Hiebert, E., Valencia, S., & Afflerbach, R. (1994). Definitions and persfectives. In S. Valencia, & P. Afflerbach (Eds.), Authentic reading assessment: Practices and possibilities. Newark, DE: International Reading Association. Home Teaching & Learning Resources Course Design Assessment (n.d.).

Authentic Assessment and Rubrics. Retrieved September 1st, 2013 from

http://www.fctl.ucf.edu/teachingandlearningresources/coursedesign/assessm ent/assessmenttoolsresources/rubrics.php

Hopkins, D. (2002). A teacher’s Guide to Classroom Research. Buckingham: Open University Press.

Hughes, A. (n. d.). Testing for Language Teachers.(2nd Eds). Cambridge: Cambridge University Press.

Hyland K. (2004). Genre and second language writing. Michigan:The University of Michigan Press.

Johnson, M.(1967). Definition and models in curriculum theory. Educational Theory, 17, 127-140.

Kementrian Pendidikan dan Kebudayaan Republik Indonesia (2013). Bahasa Inggris. When English Rings the Bell. SMP/MTs Kelas VII. Jakarta: Kementrian Pendidikan dan Kebudayaan.

Kementrian Pendidikan dan Kebudayaan Republik Indonesia (2013). Buku Guru Bahasa Inggris When English Rings the Bell. SMP/MTs Kelas VII. Jakarta: Kementrian Pendidikan dan Kebudayaan.

Kementrian Pendidikan dan Kebudayaan Republik Indonesia (2013). Materi Pelatihan Implementasi Kurikulum 2013. SMP Bahasa Inggris. Jakarta: Badan Pengembangan Sumberdaya Manusia Pendidikan dan Kebudayaan dan Penjaminan Mutu Pendidikan.

Kementrian Pendidikan dan Kebudayaan. Direktorat Jenderal Pendidikan Dasar. Direktorat Pembinaan Sekolah Menengah Pertama (2013). Model RPP Kelas VII. Pelajaran Bahasa Inggris. Kurikulum 2013. Jakarta: Kementrian Pendidikan dan Kebudayaan.

Kemmis, S., and Mc Taggart, R. (1992). The Action Research Planner (third edition). Geelong. Vic: Deakin University Press.

Khaira, H. G. & Yambo, D. (2005). The practicality of authentic assessment. Paper presented at The First International Conference on Enhancing Teaching and Learning Through Assessment. The Hongkong Polytechnic University.

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

Kvale, S. (2008). Interviews: Anintroduction to qualitative research interviewing (2nd ed.) Thousand Oaks, CA: Sage Publications.

Linn, R.L. & M.D. Miller, (2005). Measurement and Assessment in Teaching. 9th Edn., Pearson, New Jersey, SBN: 0-13-127393-0, pp: 250-256.

Lombardi, M. M. (2008). Making the Grade: The Role of Assessment in Authentic Learning. Educause Learning initiatives. Retrieved September 13, 2013 from http://creativecommons.org/licences/by-nc-nd/3.0/

Marzano, R. J., Pickering, D., & McTighe, J. (1993). Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. Alexandria, VA: Association for Supervision and Curriculum Development.

Menteri Pendidikan dan Kebudyaan Republik Indonesia (2013). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia. Nomor 66 Tahun 2013. Tentang Standar Penilaian Pendidikan.

Messick, S. (1994) The interplay of evidence and consequences in the validation of performance assessments, Educational Researcher, 23(2), 13-23.

Mueller, J. (2005). The authentic assessment toolbox: Enhancing student learning through online faculty development. J. Online Learn. Teach., 1: 1-7.

http://jolt.merlot.org/documents/vol1_no1_mueller _001.pdf

Mueller, J. (2006). Authentic assessment toolbox. Retrieved on June 25, 2013. From

http://jonathan.mueller.faculty.noctrl.edu/toolbox/whatisit.htm#looklike

Mueller, J. (n.d.) The authentic assessment toolbox: What is Authentic Assessment? Retrieved on September 1, 2013 from

http://jfmueller.faculty.noctrl.edu/toolbox/whatisit.htm

Neely, P. & Tucker, J. (2012). Using Business Simulations As Authentic Assessment Tools. American Journal Of Business Education – July/August

2012. 16 (4). Retrieved on Sept 20, 2013 from

journals.cluteonline.com/index.php/AJBE http://www.cluteinstitute.com/

Newman, F., Brandt, R.. & Wiggins, G. (1998). An exchange of views on semantics, psychometrics, and assessment reform: a close look at 'authentic' assessments. Educational Researcher, 27(6), 19-22.

Nunan, D., and Bailey, K. M. (2009). Exploring Second Language Classroom Research: A Comprehensive Guide. Heinle: Cengage Learning.

Pikiran Rakyat. (2013). Aktivis Penolak Ujian Nasional Akan Hadir di Konvensi. UN tetap diselenggarakan. Bandung, Kamis, 26 September, 2013. No. 177 Tahun XLVIII.

Poikela, E. (2004). Developing criteria for knowing and learning at work: towards context-based assessment, the journal of Workplace Learning, 16 (5) pp. 267-274(8).

Posner, G. J. (1992). Analyzing the curriculum. New York :McGraw-Hill

Poteet, J., Choate, J., & Stewart, S. (1993). Performance assessment and special education: Practices and prospects. Focus on Exceptional children. 26 (1), 1-20.

Richard, K. (2009). Interviews. In J. Heigham & R. A. Croker (Eds.), Qualitative research in applied linguistics: A practical introduction. New York: Palgrave MacMillan.

Sadler, R. (2005). Interpretations of criteria-based assessment and grading in higher education. Assess. Evaluat. Higher Educ., 30: 175-194. DOI: 10.11080/0260293042000264262

Santoso, E. (2007). Improving Students’ reading Comprehension through Interactive Read-Aloud. A Thesis. Bandung: UPI

Scouller, K. M. & Prosser, M. (1994) Students' experiences in studying for multiple choice question examinations, Higher Education, 19, 267-279. Scouller, K. M. (1997). Students' perceptions of three assessment methods:

Assignment essay, multiple choice question examination, short answer examination, Research and Development in Higher Education, 20, 646-653. Silverman, D. (2000). Doing qualitative research. London: Sage Publications. Smith, L. & Koshy, S. (2005). Improving students’ learning through authentic

assessment. Paper presented at The First International Conference on Enhancing Teaching and Learning Through Assessment, Hongkong Polytechnic University, Hongkong SAR, China, June 2005.

SMPN 1 Lembang (2013). Format RPP, Pendekatan Dan Strategi Pembelajaran, Serta Penilaian Kurikulum 2013. Bandung Barat: SMPN 1 Lembang.

Stenhouse, L. (1979). What is action research? (mimeo). Norwich: Classroom Action Research Network.

Stewart, S., C., & Lilly, D., H. (1999).Message from the Guest Editors Special Issue: Authentic Assessment. Assessment for effective intervention 1999

25:1. DOI: 10.117/073724779902500102.

http://aei.sagepub.com/content/25/1/1

Stiggins, R. (1997) Student-centered classroom assessment. Englewood Cliffs, NJ: Prentice-Hall.

Stiggins, R. (2001). Student-centered classroom assessment (3rd ed.). Upper Saddle River, NJ: Merrill Prentice Hall.

Suskie L. (2009). Assessing student learning. A common sense guide. (2nd ed). San Fransisco, CA: John Willey & Sons Inc.

Suwandi, S. (2013). Posisi Guru di Kurikulum 2013 Sebagai Robot. Retrieved on September 16, 2013. From : http://www.pikiran-rakyat.com/node/241580

Swales, J., & Feak, C. (1994). Academic writing for graduate students. A course for nonnative speakers of English. Ann Arbor: University of Michigan Press.

Tan, F. (2013). Pendapat guru-besar Undana tentang Kurikulum 2013.Retrieved

on September 16, 2013 from

http://kupang.tribunnews.com/2013/04/21/pendapat-guru-besar- undana-tentang-kurikulum-2013

Thomas, P. R. & Bain, J. D. (1984) Contextual dependence of learning approaches: The effects of assessments, Human Learning, 3, 227-240. Torrance, H. (1995) Evaluating authentic assessment: Problems and possibilities

in new approaches to assessment. Philadelphia: Open University Press. Undang-undang No 20 Tahun 2003 Tentang Standar Nasional Pendidikan

Universitas Pendidikan Indonesia (2013). Pedoman penulisan karya ilmiah. Bandung: UPI PRESS.

Wiggins, G. (1989b). A true test: Toward more authentic and equitable assessment. Phi Delta Kappan, 70(9), 703-716.

Wiggins, G. (1990). The case for authentic assessment. Practical..Assessment, Research & Evaluation, 2(2). Retrieved September 16, 2013 from http://pareonline.net/getvn.asp?v=2&n=2

Wiggins, G. (1992). Creating tests worth taking. Educational Leadership, 49(8), 26-34.

Wiggins, G. (1993). Assessment to impro ve performance, not just monitor it: Assessment reform in the social sciences. Social Science Record, 30(2), 5-12.

Winter, R. (1996). Some principles and procedures for the conduct of action research. In O. Zuber-Skerritt (ed). New Direct-ion in Action Research. London: Falmer.

Wolf, D. (1989). Portfolio Assessment: Sampling Student Work. Educational Leadership. 46 (7), 35-39.

Wolf, D., Bixby, J., Glenn, J., & Gardner, H. (1991). To use their minds well: Investigating new forms of student assessment. In G. Grant (Ed.), Review of Research in Education, 17.

Zuber-Skerritt, O. (1996b). Emancipatory action research for organizational change and management development. In O. Zuber-Skerritt (ed). New Direct-ion in Action Research. London: Palmer.