THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT

IN ENGLISH CLASSES AT JUNIOR HIGH SCHOOLS

IN KOTA BENGKULU

By

MUMTAZAH HAYATI
A1B011065

ENGLISH EDUCATION STUDY PROGRAM

DEPARTMENT OF LANGUAGES AND ARTS
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITAS BENGKULU
2014
 CHAPTER I

INTRODUCTION

1.1 Background

Learning and teaching process need guidance to direct the flow of the

process to fit the initial learning goal. Curriculum is the guidance and direction for

the teacher, which directs the teaching and learning process in the classroom and

becomes an essential element of education. There are some definitions of

curriculum. The global definition has been described by the National Standard of

Education in Law number 20 Year 2003 described that curriculum is a set of

planning and setting about goal, content, and material as well as the way of used

as the direction for implementing the learning activity.

Curriculum is one of initial foundation to make a good course. The

changes in the curriculum are because of the desire to improve and to develop the

quality of the national education system. Goodlad and Su (1992) define

curriculum as a planning which includes of learning opportunities with specific

time and place, a tool that has goal to change behaviour of the students as a result

of planned activities and ? (where is the noun?) involves all learning experiences

achieved by students with the guidance from the school. Each curriculum shows

its own characteristics and advantages which focuses on students’ achievement as

indicator of success. It means that the success of curriculum can be seen in the

success of students’ achievement in skills, ability, behavior, and social attitude.

2013 Curriculum is the newest curriculum implemented since 2013/2014

academic year. There are many doubts in implementing 2013 Curriculum because
of the lack of socialization in detail, the lack of school readiness and the quality of

teachers. It is difficult to change teacher’s mindset who has taught the bank model

in a long time, the teacher writes on the blackboard while the students are writing

on their notebook, the teacher explains while the students are listening, the teacher

makes a learning process that prioritize students to do observations, to ask

questions, to associate, to do experiment, to communicate as a concept of

scientific approach in 2013 curriculum (Darmaningtyas, 2013)

The significant difference implementation 2013 curriculum from 2006

curriculum is the scientific approach and the way to assess student’s competence.

M. Nuh (2013) states that scientific approach is a design of learning process, so

that the learners can construct actively the concept, the rule or principle through

the steps of observation or identification of the problem, how to formulate the

problems, to propose or formulate hypotheses, to collect the data by using various

techniques, to analyze the data, to make a conclusions and to communicate the

concept of finding.

The other difference implementation 2013 curriculum from 2006

curriculum is the way to assess the students. Scientific approach is applied based

on natural phenomenon which assessed by authentic assessment with the real

evidence. Assessment is one of the important things to measure the success of

students and teachers in teaching and learning process which shows the progress

of a student's ability. Therefore, the researcher focuses on the assessment used in

2013 curriculum, (deleted) called Authentic Assessment to assess the scientific

approach. Aitken (2005) states that authentic assessment captures aspects of

students’ knowledge, deep understanding, problem-solving skills, social skills,

and attitudes that are used in a real-world, or simulation of a real-world situation.

Authentic assessment provides meaningful and interesting task to students in

accordance with the material being taught, (deleted) develops their knowledge and

skills, and performs duties in a pleasant environment. Authentic tasks help

students to practice the complex ambiguities and to adapt to professional life.

The implementation of authentic assessment is a part of 2013 curriculum

and still considered as a new knowledge in Indonesian education with the lack of

explanation and information. The researcher decides to examine further how the

implementation of authentic assessment in English classes of junior high school

which has been implemented 2013 curriculum since 2013/2014 academic year.

The researcher has observed some schools in order to know the researchable

school, and found there are five schools that have implemented 2013 curriculum

since two years ago. The teachers have already known the steps of implementation

of authentic assessment at junior high school. The researcher will conduct the

research with the title “The Implementation of Authentic Assessment in English

Classes at the Eighth-grade of Junior High School in Kota Bengkulu”.

1.2 Identification of the Problem

Since the implementation of the 2013 curriculum, many learning systems

are converted and become teacher’s consideration. The different implementation

of 2013 curriculum from 2006 curriculum is the scientific approach and the way

to assess by using authentic assessment. Assessment is the important aspect to

measure the student progress and ability. In this case, the authentic assessment

will assess the students’ base on the real word and real evidence of their

knowledge. Since this curriculum is the newest curriculum in Indonesia and lack
of information about implementation of 2013 curriculum, in order to measure and

determine the ability of the students and what should be improved,? (What does it

mean) the teachers should know more about the implementation.

1.3 Limitation of the Problem

In this research, the researcher focuses on implementation and the types of

authentic assessment in English classes at junior high school in Kota Bengkulu,

which has already implemented 2013 curriculum since 2013/2014 academic year.

1.4 Research Question

This research will investigate about how is the implementation of

authentic assessment in English classes at Junior High School in Kota Bengkulu.

The problem is formulated as follows:

1. How is the implementation of Authentic Assessment in English classes at

Junior High School in Kota Bengkulu since 2013/2014 academic year?

2. What types of Authentic Assessment are implemented by the teacher in

English classes at Junior High School in Kota Bengkulu since 2013/2014

academic year?

1.5 Objective of the Research

The objectives of this research are:

1. to analyze the steps of teacher implementation of Authentic Assessment in

English classes of Junior High School in Kota Bengkulu.

2. to see the types of Authentic Assessment are implemented by the teacher.

1.6 Significance of the Research
1. For other researcher

The result can be used as a reference for other researchers in the

implementation of authentic assessment.

2. For teachers

The result of this research can Provide information to other English

teachers on the implementation of authentic assessment to facilitate the

development of students and to see what students are required after

passing the assessment. Provide solutions to improve English language

learning in activate students’ learning activities. Teachers can determine

whether the material taught perfectly acceptable by students or need more

explanation. By implementing the authentic assessment teacher also can

control what is already understood and what is less understood by the

students in real evidence. Thus, the learning process can be more focused,

especially in English lessons at junior high school with the implementation

of 2013curriculum. In addition, teachers can enrich their knowledge of

English language teaching, so the learning process can be run well.

1.7 Definition of Key Terms

a. Assessment
(deleted) Assessment is collecting data and processing information

from each students to see their progress and development, then used as a

reflection of the education system to archive the goals of teaching and learning

process.
b. Authentic Assessment
Authentic assessment involves teachers and students to develop and to

demonstrate knowledge, affective, skills and abilities in a real situation.

Discover new knowledge to support student achievement. (Where is the

subject?)
 CHAPTER II

LITERATURE REVIEW

2.1 Assessment
2.1.1 Definition of Assessment
In curriculum design, assessment is considered important to measure

the success and the progress of the students' ability to capture the material

being taught. Nation (2010) argues that the aims of curriculum design are to

make a course that has useful goals, that achieves its goal, that satisfies its

users, and that does all this in an efficient way. An important recurring part of

the design process is to assess how well these aims are achieved.

Besides, Lion (1994) states that assessment become very important not

only to measure the development or students’ progress but also to monitor and
Try not to mention the
continuously improve the quality of programs, inform the students and their
name of experts in the
parents about the result.
first sentence. Use your
Moreover, Pellegrino (2002) states that
sentence even assessment
a bit as intheeducational
introduction
system aims to determine how well  and is an integral part
students are learning

of effort for improved education. It provides feedback to students, educators,

parents, policy makers, and the public about the effectiveness of educational

services. Then from the results of this assessment was known how the material

can be accepted by the students or not.

Some experts have their own opinions about the definition of

assessment such as Allen (2004) states that Assessment involves the use of

empirical data on student learning to refine programs and improve student

learning. Huba and Freed (2000) argue Assessment is the process of gathering
and discussing information from multiple and diverse sources in order to

develop a deep understanding of what students know, understand, and can do

with their knowledge as a result of their educational experiences; the process

culminates when assessment results are used to improve subsequent learning.

From these opinions it can be conclude that the assessment is to collect

data from each student to see the development and progress of the student's

ability to be used as a reflection of the education system is applied, also the

achieved of the aims.

Assessment and evaluation are not the same thing, Moore (1998)

attempts to clarify the difference between assessment and evaluation.

Assessment is defined as a method to follow the progress of the student and

requires the participation of the learner. Assessment can be divided into two

formative and summative assessments. Formative assessment is using a

variety of approaches in different contexts. This is done in a sustainable way

to help students informally with their learning, and help teachers improve their

teaching. Also, it can be used for diagnostic purposes to provide meaningful

feedback. Summative assessment is a formal assessment conducted at the end

of the learning unit for judging purposes mainly and secondly, to provide

students’ learning and achievement feedback.

Whereas evaluation is seen as making judgments about student

progress and can include self-evaluation. Teachers must develop a plan to

follow the students' progress while ensuring appropriate data collection

method is used which allows for evaluation through the assessment and the
number of students who achieve the standard. However, both are important in

understanding student outcomes.

National regulation of education minister number 20 year 2007 on the

standard of education assessment states that the standard of assessment in

education is the national standards, which relate to the mechanisms,

procedures, and assessment instruments of learners' outcomes. The learners

should be assesses in every skills, knowledge, and attitude with the procedures

accordance with the type of evaluation used. The second part mentions that.

Educational assessment is the process of collecting and processing

information to determine the achievement of student learning outcomes.

Assessment also determines the level of students’ success in learning system.

Assessment of education as a process of collecting and processing information

to measure student achievement of learning outcomes include: authentic

assessment, self-assessment, portfolio-based assessment, quizzes, daily tests,

midterm exam, the final exam of the semester, the exam level of competence,

the quality level of competency exams, exam national, and school exams.

2.1.2 Authentic Assessment

2013 curriculum apply the use of authentic assessment, the students

are assessed their readiness, processes, and learning outcomes. Authentic

assessment also called direct assessment, performance assessment, or

alternative assessment is designed to measure the validity of knowledge that

can be authentically detailed. Authentic assessment directly measure students’

achievement on appropriate tasks through active and flexible learning

methods. Authentic assessments can be constructed for group or individual

projects, lab experiments, oral presentations, demonstrations, performances,

journals, essays, reports, reading logs, self-assessment, peer assessment, and

assessment of cooperative learning.

There are many expert explain the definition of authentic assessment ,

such as Mueller (2014) which explain in his web that authentic assessment is a

form of assessment in which students are asked to perform real-world tasks

that demonstrate meaningful application of knowledge and skills that they

learn in school. Student performance on tasks usually determines how

successful the student has met specific standard. Supported by Aitken (2005),

the authentic assessment captures aspects of students’ knowledge, deep

understanding, problem-solving skills, social skills, and attitudes that are used

in a real-world, or simulation of a real-world situation. Authentic assessments

set meaningful and engaging tasks, in a rich context, where the learner applies

knowledge and skills, and performs the task in a new situation. Authentic

tasks help students rehearse for the complex ambiguities of adult and

professional life.

Authentic assessment is a term to describe a variety of alternative

assessment methods that allow the student to demonstrate his ability in

completing tasks and solving problems. Simultaneously, express knowledge

and skills in a way to simulate situations that can be encountered in the real

world outside the school environment (Hymes, 1991). In case this is a

simulation that can express student achievement in the real world practice.
 In the American Library Association, authentic assessment is defined

as the evaluation process to measure performance, achievement, motivation,

and attitudes of students in relevant learning activities. In the Newton Public

School, authentic assessment is defined as an assessment of the product and

performance associated with real-life experience of learners.

The other expert like Wiggins (1993) defines authentic assessment as

efforts to provide assignments to students which reflect the priorities and

challenges found in learning activities, such as researching, writing, revising,

discussing the article, analyze events, collaborate with each other through a

debate between, and so on. Moreover, Callison (1998) states the authentic

assessment is an evaluation process that involves multiple forms of

performance measurement reflecting the student’s learning, achievement,

motivation, and attitudes on instructionally-relevant activities. Examples of

authentic assessment techniques include performance assessment, portfolios,

and self-assessment.

According to the Ministry of Education and Culture (2013), authentic

assessment often contradicted by the assessments using standard norm-based

tests, multiple choice, true-false, matching, or make a short answer. Authentic

assessment can be made by teachers themselves, the team, or working with the

learners. Students’ engagement is often very important in authentic assessment

to make the learners can learn better activity when they know how it will be

assessed. Students were asked to reflect on and evaluate their own

performance in order to enhance a deeper understanding of the purpose of

learning and to encourage higher learning ability. Teachers applying criteria

related to the construction of knowledge, scholarly study, and the experience

gained from outside the school.

Authentic assessment try to incorporate teachers teach activities,

students learn activities, motivation and engagement of learners, also learning

skills. Because the assessment is part of the learning process, teachers and

students share an understanding of the performance criteria. Students even

contribute to define the expectations on the tasks they need to do.

Authentic assessment is often described as an assessment of the

development of learners because it focuses on developing their ability to learn

about the subject. Authentic assessment should be able to portray the attitudes,

skills, and knowledge of what had or had not mastered by learners, how they

apply their knowledge, in terms of what they have or have not been able to

implement the acquisition of learning, and so on. Teachers can identify what

materials must be continued and for which material remedial activities must be

carried out anyway.

The authors conclude that authentic assessment is an assessment that

involves teachers and students to develop the knowledge, skills and abilities of

students based on basic knowledge to the real life outside of school and

discover new knowledge that will support the personal development of

students.

Authentic assessment is the process of gathering information by

teachers on the progress and achievement of students' learning is done through

a variety of techniques are able to express, to prove or to show exactly that the

learning objectives have been completely controlled and accomplished. Here

 are the general principles of authentic assessment base on Ministry of

Education and Culture (2013): The assessment process should be an integral

part of the learning process, not a separate part of the learning process.

Assessment should reflect real-world problems, not the school's problem.

Assessment should use a variety of score measure, methods and criteria in

accordance with the characteristics and essence of the learning experience.

Authentic Assessment must be holistic assessment that covers all aspects of

learning objectives (cognitive, affective, and sensory-motor).

In the implementation of the assessment should be directed to the

purpose of assessment of four things, are: Keeping track, to explore the

learning process of the students in order to remain in accordance with the plan.

Checking-up, to check is there any disadvantages experienced by students in

the learning process. Finding-out, to seek and find things that cause weakness

and errors in the learning process. Summing-up, to know whether the students

have reached the learning targets.

There are characteristics of Authentic Assessment, conducted the

learning activity and assessment in an integrated, authentic assessment reflects

real-world problems, the assessment use a variety of methods and criteria.

Authentic assessment should be holistic (competencies reflect the attitudes,

skills, and knowledge).

2.2 Types of Authentic Assessment

There are many types of Authentic Assessment according to the

experts, Aitken (2005) declare in his research there are many researchers

advocate an increased use of authentic assessment tools. Such as Karge

(1998), Morris (2001), and Prestidge and Williams Glaser (2000) describe a

variety of authentic assessment tools that are intended to increase students’

engagement and make learning more relevant. These include role play and

drama, concept maps, student portfolios, reflective journals, utilizing multiple

information sources, group work in which team members design and build

models. Authentic assessment provides a measure by which student academic

growth can be gauged over time while capturing the true depth of student

learning and understanding. It moves beyond the practices of traditional tools

and tasks and allows for a greater expression of students’ abilities and

achievements.

The researcher takes some expert to explain the Authentic Assessment

type. O’Malley and Pierce (1996:11) mention the types of Authentic

Assessment are: Oral Interview, Story or Test Retelling, Writing Samples,

Projects/Exhibitions, Experiments/Demonstrations, Constructed-Response

Items, Teacher Observations, and Portfolios.

Oral interview is one of the authentic assessment conducted by the

teacher asks the students about the student's background, activity, weakness,

and complaints of students. This assessment is done informally and relaxed

context. Assessment conducted interviews to each student with an interview

guide as observations to determine student scores.

Assessment with a Story or Retelling is the assessment to assess

students by retelling the main ideas of text already selected. Students produce

oral report and language component which assessed using rubric or rating
scale to determine students' reading comprehension, reading strategies, and

language development of students.

The next type of authentic assessment is the Writing Sample, students

create narrative, exposition, persuasive, or reference. Students produce written

documents which consist of content or language component and measure by

rubric or rating scale to determine students' writing process.

The fourth type of authentic assessment according to O'Malley is

project or exhibition. On this assessment students complete a project on a

particular content. The project can be done individually or in pairs. Students

conduct a formal presentation, a written report, or both. Then the results of the

assessment carried out by observing the product orally, writing product and

thinking skills, were measured in a rubric or rating scale.

Authentic assessment by experiment or demonstration, students

conduct experiments using direct material. Then present their results in orally

or written form, or both. Therefore, teachers can observe the results in oral or

written products and thinking skills of students. Finally the assessment score

stated by rubric or rating scale.

Constructed-Response Items, in this assessment student respond open-

ended questions in writing form. Students produce a written report. Usually

scored on substantive information and thinking skills. Scored with rubric or

rating scale.

Teacher Observations, teacher observes student attention, response to

instructional materials, or interactions with other students. Teacher checks

classroom environment setting. The assessment may take little time to

 complete the observation. Record observations conduct with anecdotal notes

or rating scales.

The last type of authentic assessment is a portfolio. This assessment

focuses on the collection of student work that shows progress over time.

Student integrates the information from various sources. The assessment will

provide overall picture of student performance and learning, strong student

involvement and commitment and calls for student self-assessment.

In order to carry out a good authentic assessment base on the

implementation of 2013 curriculum, teachers must understand clearly the

objectives to be achieved. Therefore, teachers should ask themselves, especially

relate to students’ attitude, which will assess the knowledge and students’ skills.

Focus on the assessment will be done, which deals with the attitudes, skills and

knowledge. The level of knowledge to be assesses, such as reasoning, memory, or

process. The types of authentic assessment in 2013 curriculum according to the

Ministry of Education and culture 2013 are:

1. Performance Assessment

Authentic assessment as possible involves the participation of

students, especially in the process and the aspects will be assesses.

Teachers can do this by asking the students to mention the elements of

their project/task which will determine the criteria of completion.

Using this information, teacher can give them feedback for students’

performance in narrative form or class report. There are several ways

to record the result of performance assessment:

a. Checklist

Use to know the emergence of certain elements or sub-

indicators that should appear in students’ performance.

b. Anecdotal/Narrative record

Use by the teacher to write the narrative report about what

is done by each students’ performance. From the report, the

teachers can determine how well students reach the standards

competence.

c. Rating scale

Normally used by using numerical scale following the

predicate. For example: 5 = excellent, 4 = good, 3 = moderately, 2

= poor, 1 = very poor.

d. Memory Approach

Teacher observes the learners when doing something,

without taking notes. Teachers use the information from their

memory to determine whether the learner has been successful or

not. This method is not too recommended.

Performance assessment requires special considerations. First,

students should do the steps of performance to demonstrate the real

performance for certain types of specific competencies. Second, the

accuracy and completeness of performance aspects to be assesses.

Third, special skills needed by the learners to complete learning tasks.

Fourth, assess the main focus of performance, especially the essential

 indicator will be observed. Fifth, observe the sequence of students’

ability or skill.

2. Project Assessment

Project Assessment is an assessment of the tasks to be

completed by students in a certain time. Completion of the task in the

form of an investigation carried out by learners, start from planning,

data collection, organization, processing, analysis, and presentation of

data. The project assessment is in touch with aspects of understanding,

applying, investigation, and others.

While working a learning project, students have the

opportunity to apply the attitudes, skills, and knowledge. Therefore,

there are at least three things that require special attention from the

teacher in project assessment.

a. Students’ skill in choosing a topic, search and collect the data,

process and analyze, make sense of the information obtained,

and write reports.

b. Appropriateness or relevance of the learning material to the

development of attitudes, skills and knowledge required by the

learners.

c. Originalities of the authenticity of a learning project undertaken

or produced by learners.

Project assessment focuses on planning, producing, and

projecting the product. The teachers should make a draft of

 assessment instruments, data collection, data analysis, and report

preparation. Project assessment can use several instruments are:

checklist, rating scale, or narrative record. Assessment report can be

show in the poster or a written form.

The product of a project assessment requires a specific

assessment include product assessment, analytic and holistic

assessment. Product assessment assesses the quality of the product and

the product result in holistic and analytic, includes assessing the

student's ability to produce. Analytic assessment refers to all of the

criteria that must be met in order to produce a particular product.

Holistic assessment refers to the appreciation or overall impression of

the products.

3. Portfolio Assessment

Portfolio assessment is an assessment of artifacts collection that

show the progress and results of working in the real world that should

be appreciated. Portfolio assessment can be derived from the students’

work in individual or groups, students require the reflection, and

evaluation based on several dimensions.

Portfolio assessment is continuous assessment based on the

collection of information that shows the development of students' skills

in a specific period. The information may include student work from

the learning process is considered to be the best, test results, or other

relevant information of the attitudes, skills and knowledge required by

a particular topic or subject. Portfolio assessment focuses on the

collection of students’ works in individually or groups in a certain

period, which can be assesses by the students themselves or by the

teacher.

Through portfolio assessment the teacher will determine the

development and the progress of the students'. From students’ work in

conducting or making essays, poems, letters, drawings, photographs,

paintings, research reports, synopsis, and others base on assessment

criterion the teachers and students can make improvements in

accordance to the learning procedures.

Portfolio assessment is done by using the following steps:

a. Teacher briefly explain the essence of portfolio assessment

b. Teachers alone or together with the students determine the type

of portfolio that will be created.

c. Students, either individually or in groups, independently or

under the guidance of teachers prepare the learning of portfolio.

It’s better to make

d. Teachers collect or save students’ portfolios at the appropriate

place with thethose steps

record date in a
of collection.

e. Teacher assessparagraph not

students’ portfolio a,onb,
base c, criteria.
certain

f. If possible, teachers  with the student discuss about the

d etccompare
result of portfolio documents.

g. Teacher gives feedback to the students form the result of

portfolio documents.
 4. Writing Assessment

Written test consists of selecting, supplying and spell out the

answer. Choose the answer that consists of multiple choices, true false,

yes-no, match, and cause and effect. Supply the answer consists of

filling or completing, short answer, and description. Written test in

description form or essay requires the students to be able to remember,

understand, organize, apply, analyze, synthesize, evaluate, and so on

according to the material already learned. Written test in description

form as possible should be comprehensive, so it can describe the

attitudes, skills and knowledge domain of students.

Students have the opportunity to give a different answer with

their friends in the essay form, but stay obtains the same value. Written

test in the essay form usually requires two types of the answer pattern,

such as extended-response or restricted-response. It depends on the

criteria of questions provided by the teacher. This test provides an

opportunity for teachers to be able to measure student learning

outcomes in higher level or complex.

2.3 Authentic Assessment and Authentic Learning

According to Ministry of Education and culture 2013, authentic

learning reflects the tasks and problem-solving conducted by students

associated base on the realities of real life outside school. Authentic

Assessment tends to focus on complex tasks or contextual tasks, allowing

student clearly demonstrates their competence or skills. Examples of authentic

assessment such as simulations and role play, portfolio, choosing a strategic

activity, and featuring an appearance.

Authentic assessment consists of a variety of assessment techniques.

First, direct measurement skills of students associated with the long-term

outcome educators, such as success in the workplace. Second, assessing the

tasks require the broad involvement and complex performance. Third, the

analysis process used to produce the learner response on the acquisition of

attitudes, skills, and knowledge.

Briefly, authentic assessment will be helpful for teachers to determine

the best ways to achieve all students’ result, although with a different time.

Construction attitudes, skills, and knowledge achieved through the completion

of assignments where the students active and creative. The way of student do

their task is influence their personal development, because authentic

assessment encourages learners to construct, organize, analyze, synthesize,

interpret, explain, and evaluate information to then turn it into new

knowledge.

Therefore, teachers must be "authentic teachers", not only play in the

learning process, but also on the assessment by completing certain criteria.

Teachers should know how assess the strengths and weaknesses of learners,

also learning design. Knowing the learners guide to develop their background

knowledge by asking questions and provide sufficient resources for learners to

acquire knowledge. Teacher should be a caretaker in learning process to see

new information and assimilate learners understanding. Being creative about

 how learners' learning process can be extended to explore the experience of

the world outside the school walls.

2.4 Review of Relevant Studies

There are several studies conducted the implementation of Authentic

Assessment in other subject. The results of the studies are described as follow:

Hamami (2007) did a research entitled “Applying Of Authentic

Assessment in Arabic Learning in MTsN Malang 3”. The result of this study

showed that the affectivity of authentic assessment implementation increase

the skill of student the affectivity of authentic assessment by presentation to

know and increase speaking and reading skill student, and also improves the

student creativity to appreciate the idea spoken as well as written and could

raise the student motivation.

I Wayan Balik did a research entitled “Pengaruh Implementasi

Asesmen Autentik Terhadap Prestasi Belajar Matematika Dan Motivasi

Berprestasi”. The result of this study shows that there was of significant

difference in learning achievement and achievement motivation between the

student who were given authentic assessment and those who given

conventional assessment. Authentic assessment in teaching and learning is

influence the learning achievement and student’s motivation. The

implementation of authentic assessment could increase the learning

achievement and motivation of achievement.

Based on these studies, it could be concluded that the implementation

of authentic assessment influence the teaching and learning process in Arabic

class and mathematic class. It can improve student creativity, skills,

achievement, and skills (Repeated skill and skill?). Show the real student’s

project base on the real life. Then, the researcher tries to analyze the

implementation of authentic assessment in English classes of junior high

school in Kota Bengkulu.

 CHAPTER III
RESEARCH METHODOLOGY

3.1 Research Design

The design of this research is descriptive research. Descriptive

research is a study to describe the phenomenon that exists, whether the

natural phenomena or human invention. Descriptive research does not

provide treatment, manipulation or alteration of independent variables, but it

describes a real condition (Nana, 2011). Descriptive research is appropriate

to the nature and purpose of research, which obtains the data, not tests a

hypothesis. Base on the facts found without adding or subtracting any data,

then presented in the form of a research report by the data based on

instrument performed. This study will describe about the implementation of

authentic assessment in English classes of Junior High School in Bengkulu

City. The researcher uses three instruments, namely observation, interview

and documentation to see the types and the implementation of the authentic

assessment that has been apply during implementation 2013 curriculum since

2013/2014 academic year.

3.2 Subject of Research

There are six teachers as a subject of this research, two teachers from

SMP N 1, one teacher from SMPN 2, one teacher from SMPN 3, one teacher

from SMPN 4, and one teacher from SMP PGRI. These six subjects are

chosen in this research because of they have implemented 2013 Curriculum

since 2013/2014 academic year in their school.

3.3 Research Instrument
In this research, the researcher uses three instruments to collect and to
analyze the data, and then reports the data as the final result of research. The
instruments used are as follow:

3.3.1 Observation
Observation is one of very important methods for obtaining

comprehensive data in qualitative research, especially when a composite

of oral and visual data become an important thing to observe (Annum,

2014). Observation can provide rich qualitative data, where the relevant

phenomena have been carefully observed and detailed field notes have

been recorded. In this research the observation uses the indicator of

implementation of authentic assessment based on theory and curriculum

2013.

3.3.2 Interview
The interviews guide used in this research is semi-structured form.

The semi-structured interview guide provides a clear set of instructions

for interviewers and can provide reliable, comparable qualitative data.

The way of interview in semi structured form is interviewer asks

questions that has been structured, and then deepen one by one to extract

more information. Thus, the answers obtained can cover all the

variables, with full details and depth explanation. Sugiyono (2013:318)

explain the purpose of semi-structured interview is to find the problems

in a more clear, where the subject interview ask their opinions and ideas

based on the topic study.

 3.3.3 Documentation
Documenting all aspects of Authentic Assessment, to see
indicators of research and then analyzed. (Where is the subject?)
Documentation includes a collection of information and real evidence of
implementation of authentic assessment that will be considered to be
analyzed in this study.

3.4 Technique Of Collecting Data

The technique of collecting data in this research uses non-test instruments

namely, the observations and documentation in the form of authentic assessment

checklist sheet. In addition, the data can support the result that expected in the end

of this study is the interviews with English teachers.

3.4.1 Observations Checklist

Observation instrument in collecting data is used to see and to

review the implementation of authentic assessment that teachers against

students in English classes of Junior High Schools in Kota Bengkulu. To

make sure the data reliable, the researcher will record the observation by

using observation checklist about the implementation of authentic

assessment in the classroom. The observation checklist consists of ten

indicators of authentic assessment. The researcher also utilizes a handy-

cam as a tool to record the classroom activity, in order to be considered by

the expert judgment. After collecting the data, the researcher will use the

formula to make sure the result reliable. The observation checklist form

based on 2013 curriculum from Ministry of education and culture 2013:

 Table 1: Observation Checklist Form

Indicator Prosedur Penilaian Ya Tidak Catatan

Guru membuat rancangan dan kriteria
1. penilaian yang mengacu pada
pedoman penskoran.
Guru memberikan tugas sesuai
2. dengan kondisi dan tingkat
kemampuan peserta didik.
Guru melakukan penilaian
3. kompetensi sikap spiritual dan sosial
terhadap setiap siswa.
Guru menganalisis lebih lanjut hasil
4. kerja siswa untuk mengetahui
kemajuan dan kesulitan belajar.
Guru mengembalikan hasil kerja
5. siswa yang disertai feedback berupa
komentar yang mendidik.
Guru menggunakan beberapa teknik
penilaian untuk mengungkapkan,
membuktikan atau menunjukkan
6.
secara tepat bahwa tujuan
pembelajaran telah benar-benar
dikuasai dan dicapai oleh siswa.
Proses penilaian sesuai dengan proses
7.
pembelajaran.
Penilaian tidak hanya mengenai
8. masalah di sekolah, namun harus
mencerminkan masalah dunia nyata.
Penilaian menggunakan berbagai
standar ukuran, metode dan kriteria
9.
yang sesuai dengan karakteristik dan
esensi pengalaman belajar.
 Penilaian yang digunakan bersifat
holistic, yaitu mencakup semua aspek
10.
tujuan pembelajaran (kognitif, afektif,
dan sensori-motorik)
3.4.2 Teacher Interview

Interview is used for getting the real condition from participant’s

experiences in implementing the authentic assessment. The interview

contains questions points to determine a variety of authentic assessment

that is often used by teachers and detail information about implementation

of authentic assessment as well as the constraints of what is found when

implementing authentic assessment in English classes. The question

consists of six items, which will be asked to the respondent directly. The

interview also utilizes a handy-cam as a tool to record the interview, so the

researcher could review it later. Testing the feasibility of this teacher

interviews also uses content validity by expert judgment or research

supervisor. These are the teacher interview questions:

Table 2: Interview questions

No. Question Answer

What are the types of authentic assessment
1
that you have implemented?
Do you know the steps of authentic
2 assessment applied in the classroom?
Could you explain?
Do you understand the students’
3 weaknesses and needs about the material
before giving authentic assessment?
4 When you give the authentic assessment
 for students? (every week, every meeting,
mid test)
What is the common strategy you use in
implementation of project assessment?
5
(Individually or group) which one students
like more?
Do you assess students’ competency,
7. spiritual and social for each student? How
do you perform that assessment?
Do you think the assessment reflect
8. students’ real-world problems and
appropriate with the learning materials?
Do you use assessment techniques to
reveal, prove or show the learning
objectives have been completely controlled
9.
and achieved by students. And how you
solve the lack student in achieving the
material?
Are there any difficulties on the
10.
implementation of authentic assessment?

3.4.3 Documentation

Through documentation, researchers can obtain information from

various written sources or documents of the respondent. The researcher

collects all of authentic assessment done by the teacher, then look at how

the implementation of authentic assessment has been implemented by the

teachers, especially English teachers. See what kind of assessment that has

been implemented by the teacher. Whether it is accordance with the

indicator of implementation the authentic assessment which is explained in

the 2013 curriculum and theory expert or not?

An instrument is said to be valid or feasible if the instrument able

to reveal the data of the desired variable. Measuring the feasibility of

authentic assessment sheet check list done by the expert in this case is the

supervisor.

3.4.4 Triangulation

Triangulation in data collection techniques defined as data

collection techniques with combining various data and sources from

various instrument to collect the data (Sugiyono, 2013:327). Collecting

data by triangulation also test the credibility of the data by comparing a

variety of data sources. The researcher uses observations, interviews, and

documentation for the same data sources simultaneously. The aim of

triangulation data according to Susan in Sugiyono (2013) is not to

determine the truth about some social phenomenon, rather the purpose of

triangulation is to increase one’s understanding of whatever is being

investigated.

The value of triangulation technique is to determine the data

whether convergent, inconsistent, or contradictory. Then, by applying

triangulation in collecting data, the obtained data will be more consistent

and complete certainty, because it will increase the strength of the data,

compared with a single approach.

3.5 Technique of Analyzing Data

Data analysis is conducted in form qualitative descriptive. The results of

data collection present the process of identifying and categorizing the important

patterns in research instruments observation, interviews, and documentation.

Describe the type of authentic assessment used by teachers and how the

implementation of authentic assessment since implementation of 2013 curriculum

in English classes at Junior High School in Bengkulu City. (Where is the subject?)

In qualitative research, the researcher will analyze the data used some

steps according to Miles and Huberman in Sugiyono (2013:383) by the process of

data reduction, display the data, and verification data. Data reduction means

summarizing, selecting basic things, and focus on important matters relating to

basic research, than remove the unnecessary data. Therefore, reduced data will

provide a more specific and easier for researchers to collect further data in

accordance with the research indicators which will be deliver in research report. In

this case, the researcher will use observation checklist in order to analyze the data.

Then, the researcher will calculate the number of ‘yes’ answer in each item. The

researcher will use a formula to calculate of the data as follow:

P = F/N x 100%
( Sudijono, 2009)

P : Percentage of score
F: The number of yes answer each items
N : Total items score
 After finding the result, the researcher will accumulate each percentage of

the respondents in order to find out the whole mean percentage. It can be

∑𝑷
formulated, (deleted) as follow: Mg=
∑𝑵

Mg = the mean score of the whole percentage for a group

P = percentage each respondent
N = number of respondent answering each statement

After accumulating the mean percentage of the respondents, the

researcher will classify into five categories:

Categories Score

Very Good (90 -100)

Good (80 - 90 )

Fair (70 - 80 )

Poor (60 – 70)

The next step is the presentation of the analysis data. Data presentation is

direct from the results of reduction data, than the data will be organized, arranged

in a relationships pattern, and easier understood. Data presentation can be done in

the form of narrative descriptions and relationships between (between is usually

followed by ‘and’) the indicators that are focus of the research. These

presentations will be easier for the researcher to understand what is happening in

real case.

The last step is to draw conclusions based on the findings and verified

data to obtain the evidence. The researcher draws conclusions and verify by
finding the meaning of each discovery symptom, noting the regularity and the

possible configurations, the causality flow of phenomena and propositions.

Preliminary conclusions presented are still temporary and will change when the

researcher finds the other supporting evidence while collecting the data.

3.6 Validity
Instruments used in the research to cover, to reveal, to explain, to record,

to measure should be have a responsibility. This means that the instrument must

have certain qualifications that meet the scientific requirements. The qualification

requirements at least include the aspects of validity in question items of research

instrument. The validity of research instruments which prove whether the

instrument can measure what is to be measured or not.

In this research, the researcher uses triangulation to measure the validity of

data findings, which will be attached in the end of study. There are many ways to

triangulate the data, but the researcher only take the triangulation data source and

triangulation of expert judgment. Triangulation data source is the researcher

collect the data through some method or techniques and sources, includes

observation, documentations, historical documents, record, personal writings,

notes, drawings or photos. Triangulation expert is the researcher collaborate the

other expert as expert judgment to check the result of the data. In this study, the

supervisor as the expert judgment gives feedback from the results of data

collection.
3.7 Research Procedure

The researcher will collect the information about implementation of

authentic assessment, the types of authentic assessment, and how the application

of authentic assessment in 2013 curriculum from many sources like documents,

journals, thesis, and internet resource.

Observe the researchable school, which have been applied 2013

curriculum since 2013/2014 academic year in Bengkulu City. (where is the

subject?) After finding the researchable Junior High School, researcher prepares

the entire research instrument. Requesting consideration the research instrument

to expert lecturers, in this case to the research supervisor, and then corrected based

on the results of consideration.

Asking teacher permissions in researchable school to obtain the data and

complete the research report. (where is the subject?) After getting permission,

researcher does the entire instruments to collect the data. From the data collection,

the researcher begins to analyze the data based on the technique of analyzing data.

The last procedure is drawing the conclusion based on the data finding.
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