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

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Amy Kustina , 2013

The implementation of on going assessment in an eyl class

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

THE IMPLEMENTATION OF ON-GOING ASSESSMENT IN AN EYL

CLASS

A RESEARCH PAPER

Submitted to the English Education Department of FPBS UPI as a Partial

Fulfillment of the Requirements of Sarjana Pendidikan Degree

By

Amy Kustina

0907348

ENGLISH EDUCATION DEPARTMENT

FACULTY OF LANGUAGE AND ARTS EDUCATION

INDONESIA UNIVERSITY OF EDUCATION

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The Implementation Of On-going

Assessment in an EYL Class

Oleh Amy Kustina

Sebuahskripsi yang

diajukanuntukmemenuhisalahsatusyaratmemperolehgelarSarjanapadaFakultasB ahasadanSeni

Januari 2014

HakCiptadilindingiundang-undang

Skripsiinitidakbolehdiperbanyakseluruhnyaatausebagian,

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PAGE OF APPROVAL

CLASS

A Research Paper

By

Amy Kustina

0907348

Approved by:

First Supervisor, Second Supervisor,

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

NIP. 197709192001122001 NIP. 19770906200912002

Head of English Department of English Education

Faculty of Language and Arts Education

Indonesia University of Education

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CLASS

ABSTRACT

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

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

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

NIP. 197709192001122001

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

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

TABLE OF CONTENTS

PAGE OF APPROVAL ... i

STATEMENT OF AUTHORIZATION ... ii

PREFACE ... iii

ACKNOWLEDGMENTS ... iv

ABSTRACT ... v

TABLE OF CONTENTS ... vi

LIST OF TABLES ... viii

LIST OF FIGURES ... ix

LIST OF APPENDICES ... x

CHAPTER I: INTRODUCTION ... 1

1.1Background... 1

1.2Statements of the Problems ... 3

1.3Aimss of the Research ... 3

1.4Significance of the Research ... 3

1.5Clarification of Terms ... 4

1.6Organization of Paper ... 4

CHAPTER II: THEORETICAL FRAMEWORK... 6

2.1Assessment ... 6

2.2On-Going Assessment ... 9

2.3Young Learners Characteristics ... 11

2.4Young Learners Productive Skills ... 13

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

CHAPTER III: RESEARCH METHODOLOGY ... 26

3.1Research Design ... 26

3.2Site and Respondents ... 29

3.3Data Collection Method... 29

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3.3.1.1Observation sheet... 31

3.3.1.2Field notes ... 31

3.3.2Document analysis ... 31

3.4Procedure of the Research... 32

3.4.1Cycle 1... 33

3.4.2Cycle 2... 37

3.5Data Analysis... 38

3.5.1Data Reduction...38

3.5.2Data Display... 39

3.5.3Concludiing the Result... 39

3.6 Reliability and Validity... 40

CHAPTER IV: DATA PRESENTATIONS AND DISCUSSIONS ... 41

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

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

4.1.1.1 Data presentation from Cycle 1 ... 42

4.1.1.2 Discussions from Cycle 1... 57

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

4.1.2.1 Data presentation from Cycle 2 ... 60

4.1.2.2 Discussions from Cycle 2...72

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

CHAPTER V: CONCLUSION AND RECOMMENDATION... 75

5.1Conclusion ... 75

5.2Suggestions ... 76

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LIST OF TABLES

Table 2.1 Expected Literacy Development... 15

Table 3.1 Types of Assessment Forms...27

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

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

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

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

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

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

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

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

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

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

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

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

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

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LIST OF CHARTS

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

Exchange……….49

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

Description………51

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

Activity………51

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

Product………52

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

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

Description………64

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

activity………

……65

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

exchange………66

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

Product………

……67

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LIST OF APPENDICES

Appendix 1 Lesson Plan

Appendix 2 Video Transcription

Appendix 3 Field Notes

Appendix 4 Students’ Scores

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CHAPTER I

INTRODUCTION

This chapter discusses general information concerning current issues that

underlie the research, the formulation of the research questions and the aims of the

research. A brief explanation of the significance of the study, clarification of

terms and the organization of paper will also be presented in this chapter.

1.1 Background

The government of Indonesia is processing the change of curriculum in its

educational system. The latest curriculum, School-Based Curriculum (KTSP)

which has been implemented since 2006, is informed to be replaced by

Curriculum 2013. The shifting process happens in the level of elementary school,

junior high school and senior high school. However, the issue about Curriculum

2013 in this study is focused on the elementary level since there are some

significant changes in terms of its content.

There are several things highlighted from the new curriculum. The first

one is the integration of all subjects taught in school. One subject should be linked

to the others and structured by the occurrence of theme in its teaching process,

which later is known as theme-based approach (Brown, 2001). The second one is

the reduction of the numbers of subjects where English no longer becomes a local

subject (Muatan Lokal) and turns to be a subject in after school activity. The third

one is the transformation of government ordinance regarding the national standard

of education in Indonesia. PP No. 32 Year 2013 changes several parts about its

sentences, especially in terms of assessment. This new regulation functions assessment as a tool of measuring students’ attainment towards Student Competencies, a material in arranging students’ report and an instrument to improve teaching process.

From three main changes occurring in the Curriculum 2013, theme-based

approach and assessment become the focus of the study. Theme-based approach is

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of implementing this approach. On the other hand, assessment becomes the focus

of this study because Curriculum 2103 suggests a different way in assessing

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

some assessments to determine whether the students acquire targeted skills and

knowledge written on the syllabus (Bahan Uji Publik. Kurikulum 2013). However

in this study, the assessment focus was not directed into one certain skill such as

speaking skill or writing skill only since this study tried to implement an

assessment procedures as it was planned to employ in the daily classroom activity.

This study was intended to be a preparation before Curriculum 2013 will be

officially applied in every school level. The assessment itself should measure students’ ability in a more detailed way since the aspects that should be assessed are extended. This kind of assessment could be confusing for some teachers

especially for those who have not been habituated to use it in their class (Fan-Jiang’s, 2005 as cited in Chuang, 2010).

A preliminary observation was conducted in order to seek out information

about the technique of assessment used and also the preparation for the

implementation of theme-based approach in the school that becomes the object of

the study. Referring to a previous study conducted by Masitoh (2008), it was found that the technique used to measure students’ capabilities in the elementary school level during KTSP is mainly using traditional assessment which is

implemented through the paper-pencil test and administered in the end of the

chapter or the semester. The preliminary observation revealed the same fact that

paper-pencil test is also administered in that school. This kind of technique is very

practical and easy to conduct. However, it cannot assess wide range of activities

that can be explored in primary EFL classroom (Smith, 1995). Additionally, the

preparation for implementing theme-based approach has not been fully developed

for all subjects. As a start, the school develops theme-based approach in English

lesson only.

This portrait gives a chance to implement an On-going Assessment (OA)

in English for Young Learners (EYL) class since it can assess students in a wide

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reveals that OA seems to enhance students' motivation and attitudes towards

learning English. Lee (2004) adds that OA provides an enjoyable atmosphere and

improves students' affective development in cultivation of positive learning

attitudes, developing of independent thinking, creativity and self-esteem, as well

as social skills in intra-personal and interpersonal, cooperative and communicative

skill.

Therefore, Chao (2008) stated that OA was challenging to implement for

primary teachers in Taiwan. However, students enjoyed working on task at

different levels.

1.2 Statements of the Problems

In line with the research background, the main focus of this research is the

implementation of on-going assessment in an EYL class. In order to give the clear

guideline in elaborating the research, the research questions are listed as follows:

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

learners?

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

Class?

1.3 Aims of the Research

The aim of the study is to give a portrait of learning support provided by

the implementation of on-going assessment. This study also aims at listing the

challenges occurring in implementing on-going assessment in an EYL class.

1.4 Significance of the Research

Theoretically, this study is expected to give some pictures of learning

support provided by implementing on-going assessment in an EYL class and

provide information concerning the challenges faced by the teacher during the

process. Moreover, the information provided can be a reference for those who

want to conduct a similar study. Practically, this study is expected to give

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1.5 Clarification of Terms

To avoid misunderstanding and misconception, several terms are clarified

as follows:

1. On-going assessment is an assessment process which can assess students

in a wide range variety of assessment (Croker, 1999).

2. Young Learners are students under the age of 14 (Cameron, 2001).

However in this study, the term Young Learners refer to third grade

students in elementary school within range of age from 8 to 9 years old.

1.6 Organization of Paper

This study is presented into five chapters as follows:

Chapter I Introduction

This chapter presents a general description of the paper. It covers the

background of the study, the statements of the problems, the aims of the study, the

significance of the study, clarification of terms and the organization of the paper.

Chapter II Theoretical Framework

This chapter presents the theoretical foundations relevant to the study. It

covers the explanations of assessment, on-going assessment, young learners

characteristics, young learners productive skills and the implementation of

on-going assessment in an EYL class.

Chapter III Research Methodology

This part elaborates the method of the study. Research methodology

describes the purpose of the study and the statement of the problems; research

design, research site and respondents, data collection method, procedures of the

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Chapter IV Data Presentations and Discussions

This chapter is the findings and discussions part. It presents, describes,

analyzes, and discusses the data and the findings of the study.

Chapter V Conclusion and Recommendations

The last chapter tells about the conclusions and recommendations related

to the findings in the study. It contains the result of the study in the form of

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CHAPTER III

RESEARCH METHODOLOGY

This chapter contains the explanation of steps taken by the researcher in

conducting the study. The description about the research method of the study, site

and respondents, data collection, and data analysis will be presented below.

3.1 Research Design

In line with the description of the background in Chapter I, this study

implemented Classroom Action Research (CAR) as its method. More specifically,

this study used participatory action research since it involved all the personnel in

its practice. The researcher functioned as the one who conducted the study and the

students were observed by the researcher (Creswell, 2008).

The CAR method was chosen out of consideration seeking information

about learning support provided by implementing on-going assessment in an EYL

class and revealing the benefits and the challenges faced by the teacher in

implementing on-going assessment in an EYL class.

CAR is mainly used for exploring solution for a particular problem (Hien,

2009). The practice involves some cyclical steps which offer researchers to see

how successful the efforts and try it again if the expected results have not been

achieved yet (McNiff, 2002). Kemmis and McTaggart (Koshy, 2005) give a

visualization of those cyclical steps which are formulated into a chart.

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The figure above shows that action research is divided into four essential

steps in each cycle. The first one is planning a change, and then it is followed by

acting and observing the process and consequences of the change. After doing the “act”, the activity moves into reflecting on those processes and results. Then, it moves to the next cycle that repeats all of the processes. It starts from re-planning

activity, acting, observing and reflecting.

Within the cyclical steps as the foundation in this classroom action

research, this study was conducted following those four steps; i.e. planning, action,

observation and reflection repeatedly in two cycles. The first step in the first cycle

was to make a plan based on problems found in the observed class. Then it moved

to the process of executing the plans into the actions in the classroom which was

occupied by the observation during the process. After that, the reflection session

was made based on the data from the observation in order to make betterment to

teaching in the next cycle. However, these are the forms of assessments which

were used during the assessment process.

Table 3.1 Types of Assessment Forms

Assessment forms Explanation

Information exchange Students were demanded to exchange information orally. This

notion is to create information gap where students were allowed

to choose their personal preferences about particular things and

did information exchange with another student.

Picture-cued description This activity required students to make a simple description

towards some pictures orally by using language features that had

been taught

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

sets.

Written products In line with the curriculum objectives, students were asked to

write in word level and sentence level.

Four of assessment forms above then were set into the two-cycle schedule

which followed the traits of action research itself. Detailed information about the

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Table 3.2 Lesson Schedule in Conducting the Study

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

1

Meeting 1

(April 9, 2013)

Occupation

to identify kinds of occupation

Listening-Speaking

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

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

Observation sheet Information exchange

Meeting 2

(April 17, 2013)

to be able to tell job description

Listening-Speaking

-Introducing some pictures of occupation and its job description

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

Observation sheet Picture-cued description

Meeting 3

(April 20, 2013)

to tell the job description of several

occupations Reading-Writing

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

Worksheet Matching activity

Meeting 4

(April 22, 2013)

to be able to write down the public

places of where the workers work Reading-Writing

-Introducing some pictures of place of works -Drilling

-Doing a worksheet (individual work) Worksheet Written products

2

Meeting 5

(April 27, 2013)

Weather

to identify kinds of weather

Listening-Speaking

-Introducing some pictures of weather -Drilling

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

Meeting 6

(April 30, 2013)

to be able to write down kinds of weather

Reading-Writing

-Reviewing the name of weather -Drilling

-Doing a worksheet Worksheet Matching activity

Meeting 7

(May 4, 2013)

to identify kinds of clothes

Listening-Speaking

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

-Asking students to do the conversation based on pictures

in pairs Observation sheet Information exchange

Meeting 8

(May 11, 2013)

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

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

Reading-Writing

-Playing “find partner” game

-Asking students to do worksheet (group work)

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The table above presents the specific information about the schedule of

lesson of the research. Detailed time, kinds of material given, specific goal and

lesson focus, general explanation of the activities, tools of assessment and kinds

of assessments used in each meeting were presented in order to give the

visualization of the action research plan in the real practice.

3.2 Site and Respondents

This study took place in one of private elementary schools in Bandung

which has already been certified “A” grade on its accreditation. There were at

least two considerations in choosing this site. Firstly, this school is one of primary

schools in Bandung which is in the process of shifting their curriculum from

KTSP into Curriculum 2013. This condition gave an opportunity to conduct the

research since Curriculum 2013 allows the institution to implement on-going

assessment in its learning practice. Secondly, the reason of its accessibility was

preferably chosen due to an ease of the access to carry out the research in that

school.

Third graders in this private elementary school were chosen as the object

of the study since the students at this level have already been assessed through

integrating skills. The class itself consisted of 31 students. There were 16 female

students and the other 15 male students who served the role as the participants of

the study.

3.3 Data Collection Method

There are several methods that can be employed in collecting data.

Alwasilah (2012) states four of those methods which are survey or questionnaire,

interview, observation and document analysis. However, the data in this study was

collected through observation and document analysis. The observation processes

in this study were occupied by the presence video-recording in order to recall the

activities that were conducted in the classroom and complement another data of

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(1990) said that recording could be replayed for several times in order to check

and to correct the data. Moreover, by using video recording, the more information

could be gathered to complete the information that was not observed when the

research was conducted. In this research, the transcripts of the video recording

were analyzed to see students’ reaction towards support given from OA during the

lessons and to complete the information that was not observed by the teacher

during the lesson. While in terms of instruments, this study used observation sheet,

field note which are elaborated as follows.

3.3.1 Observation

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

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

Observation in this study was conducted in two ways; participant’

observation and non-participant observation In participant observation, teacher employed observation sheets to take the result of students’ performance during the assessment process. However in a non-participant observation, the instrument was

in a form of field notes. And the last instrument was video-recordings which later

were transcribed in a form of video transcription. Each of the observation was

conducted due to each function which was intended to get different information

about what happened during the lessons. However, the different information was

complementary and gave contribution in completing the entire data required.

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3.3.1.1 Observation sheet

Observation sheet explains a list of specific list to observe occupied with

the range of the score given towards the performance presented (Atkinson and

Hammersley, 2011). For the detailed form of the observation sheet will be

explained in the next sub-chapter.

3.3.1.2 Field notes

Field note is an anecdotal note written by the non-participant observer

during the lesson. However, the information kept is how children respond in class

in a daily lesson plan (Moon, 2000). Here is the example of field note used in

writing the information about student. The categorization itself was taken from

students’ characteristics explained in Chapter II.

Table 3.3 Example of field note used in doing the observation

Aspect to observe Comment

Ss’ attention span

Ss’ participation

Teacher’s obstacle

3.3.2 Document analysis

Document analysis in this study was in the form of students’ works during

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3.4 Procedure of the Research

The procedures of the research were conducted using action research

method which are divided into four main parts; gathering data and defining the

problem, finding out some resources related to the problem by exploring several

theories, literature, and existing data to help the study problem, identifying what

type of data needed to collect and doing reflective cycle (Creswell, 2008; Hien,

2009). Here is the summary table of reflective cycle conducted in this study.

Table 3.4 Reflective Cycle of the Research

Cycle Steps Activities Implementation

1

Planning

a. developing assessment procedure - deciding purpose of procedure

- checking appropriateness of assessment with the context

- checking learners’ characteristics b.preparing assessment form

- preparing instruction of assessment form -preparing scoring method

Before the lesson administered

Action Implementing assessment procedure

In Meeting 1

(Information exchange) In Meeting 2

(Picture-cued Description)

Observation Observing and monitoring the students

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

Reflection

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

-preparing instruction of assessment form -preparing scoring method

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

administered

Action Implementing assessment procedure

In Meeting 5 (Picture-cued Description) In meeting 6 (Matching activities)

Observation Observing and monitoring the students

In Meeting 7

(Information exchange) In Meeting 4

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

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The elaboration on each step taken in each cycle when the study is

conducted will be depicted in the following lines.

3.4.1 Cycle 1

a. Planning

Making plans was the initial step in conducting the study. This step

involved two out of three main assessment phases as mentioned in Chapter II;

design phase and internalization phase.

Design phase is the process where the assessment procedure was planned.

Following the guideline of the OA, the planning started from deciding the form of

assessment by its purpose. Since the purpose was to inquire about the extent of

learning support offered by OA, therefore the assessment process was designed

through activities conducted in the classroom. This step included the process of

choosing themes, designing activities, and selecting assessment forms.

The first one was the process of time choosing. In this case, the school

demanded to give the material by following the course book used. Furthermore,

the course book entitled Speed Up English for Elementary School Grade 3 was

used to decide the themes. The theme used in the first cycle was Occupation and

the second one was Weather. They were also taken from the course book. The

material such as grammar focus and homework were also taken from the book.

The second one was setting the goal of the lesson. Since the Core

Competences from the new Curriculum 2013 had not been released yet, the goals

set were derived from the Basic Competence and Standard Competence of

School-Based Curriculum (KTSP), but still, the themes were applied as the base

of the learning process. For the details of Basic and Standard Competence used,

see Appendix 1.

After setting the goals, it moved into the third step that was designing

lessons plans for each cycle. This process included planning activities that were

going to hold in the classroom. Teacher’s explanation of some pictures and

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being assessed in form of picture-cued description, question answer activity,

matching activity and written works.

Next step is formulating observation sheet (rubrics for assessing students)

on each activity in every lesson. The rubrics used in this study were taken from

the goals that had already been set beforehand.

The last step was the process of making the media needed. The media

were made to support the teaching process. Media used were several pictures

related to kinds of occupations and weathers that were taken from the internet.

b. Action

Teacher delivered the material by using prepared media. Two first

meetings in the Cycle 1 dealt with activities which put speaking as the focus of

the study. Students were expected to recognize and use the vocabularies related to

occupation. Drilling of grammar focus in each meeting was practiced to prepare

students in performing their speaking skill. While the rest two meetings in this

cycle were focused on writing. The writing part was continued from the previous

two meetings and students were asked to complete some worksheets.

c. Observation

The use of observation was very useful especially when it came to

assessing young learners. Observation was seen to be more reliable since it did

not disturb the students and allowed them to be assessed during classroom

activities (Cameron, 2001).

The observation as conducted eight times, started from April 9th to May

11th, 2013. The teacher took part in observing the students by assessing them,

sixteen students in each meeting. Each lesson lasted for 60 minutes. The teacher

used the observation sheet (rubrics) to record the data of the students. The lessons

were also recorded in a form of a video in order to gain more data about learning

activity. This could provide a more accurate data since it can give additional

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As mentioned earlier in Chapter II, observation sheet is a tool of

evaluation and report information of the children, such as an indication of the

child level on performance standard (McKay, 2008). Here is the example of the

rubrics used in doing the observation

Table 3.5 Example of holistic rubric used in doing the observation

No. Indicator

1 Mention 5 occupations (pilot, doctor, singer, police, and teacher) after being introduced into some pictures related to the occupations correctly. 3. Express the preference

occupation based on the

drawing by using expression “I

want to be a...”

student’s profile sheet, see Page 22.

c. Reflection

In the Cycle 1, teacher assessed all of the students in each meeting. This

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Table 3.6 Example of student’s profile Sheet

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

Attainment targets

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

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

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

3. Can produce original written messages

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3.4.2 Cycle 2

a. Planning

The number of the students to assess was considered in the second cycle of

action learning. Plans were made to divide which students to assess in every

meeting. Sixteen students were chosen to be assessed in every meeting according

to their performance in speaking and writing performance. Therefore, the change

of focus of the lesson was made. The arrangement of the focus of the study

changed into oral and written cycle in the first two meetings and the second two

meetings. Sixteen students were assessed in the first two meetings and another

fifteen students were assessed in the last two meetings. This separation was

expected to reduce the difficulties in assessing students in a big class.

b. Action

Using the name of weathers through pictures and drilling on its grammar

focus still be the activities conducted in Cycle 2. Students were asked to perform

their speaking skill in the first and third meeting and did the worksheet to assess

their writing skill in the second and fourth meeting.

c. Observation

Observation was conducted based on the change of the plan that was made

in reflection session in Cycle 1. There were sixteen students who were assessed in

each meeting by using the rubrics that had already been prepared beforehand.

d. Reflection

In this section, all of the information gathered from four meetings in Cycle

two was analyzed. And since the information had provided enough data to

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3.5 Data Analysis

The data in this research were gained through participant observation,

video recordings and teacher field notes. The data obtained were analyzed by

descriptive qualitative data analysis. Alwasilah (2011) states that basically, one of

action research characteristics is qualitative. Therefore, qualitative data analysis

was used.

In this part, the data gained from three instruments were divided into

several steps of analysis to answer the research questions. Miles and Huberman

(1984) as cited in Alwasilah (2011) state that there are three steps on analyzing

the data, those are: data reduction, data display, and conclusion that are described

as follow.

3.5.1. Data Reduction

Data reduction means reducing several unnecessary data gained from

instrument for collecting the data in order to make the analysis easier to conduct.

In this study, the instruments used were observation sheet, field note and video

recording.

After the significant data related to the research’ problems were selected, then, the data were coded into several categorizations. The data from the transcript

of the video recording were analyzed and were coded based on a framework

developed by Cameron (2001). She summarizes the activities taken in the

procedures of implementing on-going assessment into five categories. The

framework was used to reflect and analyze learning support provided by

implementing OA.Then, the observation sheets and field notes were analyzed to

see the challenges in implementing OA in an EYL class.

Moreover, here is the table showing the aspects analyzed from the video

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Table 3.7 Coding for video analysis

No Assessment support Code

1. Learner’s

Plenty opportunities for repeated listening Srepetition

Plenty opportunities to say the words and

phrases

Ssayword

3 Learning skills

Ability to work independently Sautonomy

Ability to select and carry out own work Sresponsibility

Ability to make use of resources Sresources

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

3.5.2. Data Display

Descriptive technique was used in elaborating the analysis of the data. It

was chosen because, basically, the characteristic of data obtained was qualitative

(Alwasilah, 2011). Some of data in this research needed deeper information that

might be difficult to deliver by using scoring technique. Therefore, descriptive

technique was used to analyze the instrument and describe the result of the study.

Besides, some data were displayed in form of table and graph to simplify the

description of the data.

3.5.3. Concluding the Result

The last step was making conclusion from the obtained data that had been

analyzed in previously. The conclusion related to the research questions; (1) To

what extents does on-going assessment provide learning support for young

learners? (2) What are the challenges in implementing on-going assessment in an

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3.6. Reliability and Validity

The reliability in action research was achieved if the data was recorded as

what actually occured in the setting when the research was conducted (Cohen,

et.al., 2007; Baumfield, et.al., 2008 cited in Merawati, 2010 cited in Alwasilah

2011). The reliability of this research was established by observing and describing

the assessment process as detail as possible.

The result of action research might not be generalized (Cohen, et.al, 2007;

Baumfield, et.al, 2008 as cited in Merawati, 2010 cited in Alwasilah, 2011). In

order to test the validity of this research, Cohen (2007 as cited in Alwasilah, 2011)

suggests conducting triangulation. Triangulation in this research was done by

associating or triangulating the data obtained through observation sheet, field

notes and video recording. Data triangulation was expected to increase the

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CHAPTER V

CONCLUSION AND RECOMMENDATIONS

This chapter presents the conclusion and suggestions of this study. The

conclusion parts are drawn from the research findings and discussion, while

suggestions provide some ideas addressed to English teachers and further research

relating to the implementation of on-going assessment in an EYL class.

5.1 Conclusions

This study aims at seeking information about learning support provided by the

implementation of on-going assessment. This study also aims at listing the challenges

occurring in implementing on-going assessment in an EYL class. To achieve the

aims, the process of collecting data related to the research was generated by

administering two cycles of action research. Triangulation of data collection in action

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

during the on-going assessment process, field notes taken by a non-non-participant

observer and the presence of video-recording. Therefore, the conclusion regarding the

study could be drawn as follows.

In relation to the presence of learning support provided by on-going

assessment, the findings showed that on-going assessment gave great opportunities

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

gained from the three instruments showed that the all of the assessment forms used in

this study (information exchange, picture-cued description, matching activity, and

written product) could provide model of language use in terms of the opportunities

for the students to repeat and saying the language features taught in each meeting.

The chances to repeat and say the language features itself were practiced by doing

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Beside the opportunities of providing the model of language use, on-going

assessment also offered a great chance to build students’ motivation towards their

learning process. The presence of both extrinsic motivation and intrinsic motivation

during the process of learning confirmed that on-going assessment provide support

for students’ learning.

Moreover, by implementing on-going assessment students could be benefited

from the activities taken during the assessment process to be more independent and

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

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

The result generated from each assessment also could portrait what students

can and cannot yet do. This result gave useful information concerning the steps that

should be taken in planning next teachings and also gave some considerations in

evaluating the programs.

While in terms of challenges occurring during the process of assessment, it

was revealed that classroom management and time allocation became the obstacle

which impeded the implementation of on-going assessment. Large numbers of

students in the classroom made the teacher had some difficulties in controlling

students in the classroom during the assessment process. While regarding the time

allocation, it was found that the teacher should be aware of the distraction that might

appear when the assessment process was administered. Having too much time

spending on a certain activity would lose students’ interest in taking part in the

assessment process.

5.2 Recommendations

Based on the result gained from this study, there are some recommendations

that hopefully can be useful. The recommendations were proposed to the teachers

who want to implement on-going assessment in their classes and the teachers who

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For further research or the teachers who want to implement on-going

assessment in their classes, they are better to choose some topics which are closely

related to children and also easy to develop into various activities in the process of

assessment. Therefore, the presences of some practices before the students are going

to be assessed can help them in giving their best performance. In this study, the

practices given were in a form of drillings. However, another way of practices

perhaps can be developed in further research in this field.

Moreover, in the further research, teachers who want to implement on-going

assessment in a big class should figure the way to manage the class. Giving additional

activities while the students are waiting for their turns are really recommended to

avoid the chaos during the assessment process. Teachers are also recommended to use

various signaling system to attract students’ attention whenever they lose their focus

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