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ASARJANAPENDIDIKANTHESIS
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M A R G O R P Y D U T S N O I T A C U D E E G A U G N A L H S I L G N E
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ii v
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P , Cathairna Dyah . (2013.) Engilsh Language Educaiton Study Program s
r e h c a e T e c it c a r
P ’ConcepitononClassroomAssessmenti n SchoolPracitceProgram.
a tr a k a y g o
Y :SanataDharmaUniverstiy. l
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S PracitceProgram(PPL )i soneoft heobilgatorycoursesf o rall fo theSanata y
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D student sunde rthe Facutly o fTeacher sTraining and Educaiton , e
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i EducaitonStudyProgram(ELESP). TheSchoolPracitce ri
e h t t n e m e l p m i o t e l b a e b o t s r e h c a e t e c it c a r p e h t d e ri u q e r m a r g o r
P knowledge in
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t student sin a school .In the School Pracitce Program the pracitce teacher s c
e h t t n e m e l p m i o t e l b a e b d l u o h
s lassroomassessmen tsincei ti sapar tof t eachingand .
e p o c s l a n o it a c u d
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T a problem i nthi sresearch ,namely, w th a ist heEngilsh r
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i t n e m s s e s s
a SchoolPracitceProgram? m e l b o r p h c r a e s e r e h t r e w s n a o
T ,the researche rused quanttiaitve descirpitve e
s u r e h c r a e s e r e h T . h c r a e s e
r d quesitonnarie and interviews a sthe insrtuments .The t
s i d r e h c r a e s e
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a r g o r P y d u t S e g a u g n a
L .Thequesitonnariewhichconsistedo f30 tiemsi susedto ifnd o
it a t n e m e l p m i d n a n o it p e c n o c ’ s r e h c a e t e c it c a r p P S E L E e h t t u
o n o f classroom
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a Ther esearche ralsoheldani nterviewt ogaindetalie dinformaitonaboutt he ’
s r e h c a e t e c it c a r
p understanding no et h classroomassessmen.t t
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T found tha tthe ELESP pracitce teacher shad a good concepiton on e
s s a m o o r s s a l
c ssmen ti nSchoolPracitceProgram .Ther esul talsof oundthatt heELESP d
a h s r e h c a e t e c it c a r
p implemented thei rconcepiton on the classroom assessmen twel l g
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y e
ii i v
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P , Cathairna Dyah . (2013.) Engilsh Language Educaiton Study Program o
it p e c n o C ’ s r e h c a e T e c it c a r
P n on Classroom Assessmen tin The School Pracitce m
a r g o r
P .Yogyaka tra :Universtia sSanataDharma. n
a g n a p a L n a m a l a g n e P m a r g o r
P (PPL )merupakansalah satumatakuilahwaijb i
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b mahaisswa Fakutla s Keguruan dan Pendidikan Universtia s Sanata Dharma , S
m a r g o r P k u s a m r e
t tud i Pendidikan Bahasa Inggir s (PBI) . Program Pengalaman )
L P P ( n a g n a p a
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p ahuan dalam mengaja r isswa secara nyata d i sekolah . Dalam Program n
a k it k a r p , n a g n a p a L n a m a l a g n e
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t penliaian kela s akan membawa guru praktikan ke dalam implementas i s
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p yangberbeda-beda.
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i nya . Peneilt i menyebarkan kue isone r kepada maha isswa PB I semetser n
a p a l e
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i c n u k a t a
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Fris to fall , Iwould ilket ot hankJesu sCh irstf o rhi sblessing ,sot ha t Ican ti
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t thank myBunda,CaeciilaTutyanda ir ,S.Pd. ,M.Pd.I t hankherf o ral lhe ritme , e h t ll a k n a h t o s l a I . s i s e h t y m e t e l p m o c e m p l e h o t e c n e it a p d n a , tr o p p u s , e c n a d i u g
m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n
E lecturer s who have helped me
g n i n r a e
l thegrea tknowledge ,value and expeirence du irng my study itmeatt he Engilsh Language Educaiton Study Program of Sanata Dharma Universtiy
e h t k n a h t o t e k il d l u o w o s l a I , n o it i d d a n I . a tr a k a y g o
Y Engilsh Language
m a r g o r P y d u t S n o it a c u d
E secretaira tstaff sa nd the Sanata Dharma Universtiy .
s f f a t s y r a r b il a tr a k a y g o Y
, d ri h
T Iwould ilke to thank the 2009 student so fthe Engilsh Language m
a r g o r P y d u t S n o it a c u d
E SanataDharmaUniverstiyYogyakatra ,whohavegiven o
t e m it r i e h
t bet heparitcipantsinmyt hesi .s
e r g y m e v i g o t e k il d l u o w I , h tr u o
F att hankfulness ot my belovedf amliy, d
e v o l e b y
m parents, P .Wahyu Saptono and Yuila Suryat,i my beloved brothers, e
L onardu sBayu Chandra K .and Albetru sSurya Wibisono ,and my beloved r
e t s i
s s, Fransisca Indr iHapsar iand Dyah Ayu Pamungka sfort herilove, suppor t
x
y m , o d u s e P n il i v E i lr e S d n a a t n i v o Y a y t a e r G a il e g n A , a w i m u T a i R a c s ir F
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. S n a v o N f e s o J s u tr e b l A d n e ir f y o
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it s A , o n i N , n a i h D , g n e j A , a k y T , u y a
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s i s e h t y m g n it e l p m o c n i e m t r o p p u s d n a p l e h t a h t , e n o
i x
i . … … … … … … … … … … … … … … … … … … … … … … … … E G A P E L T I T
ii . . … … … … … … … … … … … … … … … … … … … … … E G A P L A V O R P P A
E G A P N O I T A C I D E
D ……….. i v
v . .. … … … … … … … … … … Y T I L A N I G I R O S ’ K R O W F O S T N E M E T A T S
I S A K I L B U P N A U J U T E Y N E P N A A T A Y N R E
P ………………………………… vi
ii v .. … … … … … … … … … … … … … … … … … … … … … … … … T C A R T S B A
K A R T S B
A ……………………………………………………………………………v ii x i .. … … … … … … … … … … … … … … … … … … S T N E M E G D E L W O N K C A
i x . . … … … … … … … … … … … … … … … … … … … S T N E T N O C F O E L B A T
v i x … … … … … … … … … … … … … … … … … … … … … … S E L B A T F O T S I L
v x . . … … … … … … … … … … … … … … … … … … … … … S E R U G I F F O T S I L
N O I T C U D O R T N I .I R E T P A H C
.
A ResearchBackground……… ……… .. 1 … .
B ResearchProblem……… ……… 5 … .
C ProblemLimtiait on………... 6 .
D ResearchObjecitve………... 6 .
E ResearchBenefti s .……… ... ... 6 .
F Deifniitono fTerms……… ………. 7 …
E R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H C
.
A Theoreitca lDesc irpiton……… 01 .
1 Assessmen t……… 01 )
ii x )
c P irnciple so fAssessmen t………. 51 )
d Assessmen tandTeaching……….... 71 )
e RelaitonshipamongAssessment ,Test ,Measuremen tand v
E aluaiton……….... 81 )
f Implementaitono fAssessmen t……….... 91 .
2 Concep iton ……….... 12 )
a Definiiton so fConcepiton……….... 12 )
b Teachers ’ConcepitononClassroomAssessmen t………….... 22 .
B Theoreitca lFramework………. 32
Y G O L O D O H T E M . I I I R E T P A H C
.
A ResearchMethod……… 6..2 .
B ResearchSetitng……….. .2 7 .
C ResearchParitcipant s………... 82 .
D Insrtument sandDataGatheirngTechnique………. 82 .
1 Instrument s………. 82 )
a Quesitonnarie……… ..2 9 )
b I ent rview………... 03 .
2 DataGatheirngTechnique ..………3 1 .
E DataAnalysisTechnique……… …… …….. 13 .
F ResearchProcedure……… 8...3
R . V I R E T P A H
C ESEARCHFINDINGSANDDISCUSSION s r e h c a e T e c it c a r P m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n
E ’Concepiton
onClassroomAssessmen tdu irngtheTeachingPracitceProgram. ... .. .... 4 2 .
1 DataPresentaiton……… 42 )
a DataPresentaitonbasedonQuesitonnarieResul t………... 34 )
ii i x )
a DiscussionbasedonQuesitonnarieResul t……… 51 )
b DiscussionbasedonInterviewResul t………54
R E T P A H
C V .CONCLUSIONSANDRECOMMENDATIONS .
A Conclusion s……… 26 .
B Recommendaitons………. ... .... 36
E C N E R E F E
R S……… 6 . .6 S
E C I D N E P P
A ……….. .7 0 :
1 x i d n e p p
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eachr esponden t……… 34 3
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1 Theclassiifcaitonoft heELESPpracitcet eachers ’concepitonbasedont ota l
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4 T heResul to fPracitceTeachers ’ConcepitononClassroomAssessmen ti n l
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d n a s t n e m n g i s s a n e tt ir w , e c n a m r o f r e p n e k o p s , s e z z i u q t a h t e z il a e r t o n d i d r e h c r a e s e r
e r e w n e v i g s t s e t l a m r o
f calleda stheassessment insrtuments T . heonlyt hingt hat t he
d n a , ti e r o c s o t ,t s e t a e v i g o t , h c a e t o t d a h r e h c a e t a s a e h s t a h t s a w w e n k r e h c r a e s e r
k r o w ’ s t n e d u t s e h t e t a u l a v e o
t s resutl ,wtihou tknowing tha tthose processe swere
w o h s e c n e ir e p x e s ’ r e h c r a e s e r e h T . s s e c o r p t n e m s s e s s a s a d e ll a
c edt hats hedidno tha s
o t d e t a l e r g n i d n a t s r e d n u c i s a b h g u o n e d o o g
a et h classroomassessment .
s u c o f e h
T oft hisr esearchi sto ifndt heELESPpracitcet eachers ’concepiton no
e h
t classroom assessmentinSchool Pracitce Program. Thi sresearch i sconducted to
n o n o it p e c n o c ’ s r e h c a e t e c it c a r p P S E L E e h t r e h t e h w n i a
g theclassroomassessmenti s
a good o rpoor .Dfiferent i ntuiiton ,opinion ,view o rbeile fwhich bulid t he persona l
e r e f fi d y l p p a s r e h c a e t e c it c a r p e h t e k a m l li w n o it p e c n o
c n t assessmen t
n o it a t n e m e l p m
i s (Vandeya r&Killen ,2007) .
.
B ResearchProblem
a c i p o t e h t f o n o i s s u c s i d e h t n o d e s a
B bove,t he problemof t hisr esearch can be
s w o ll o f s a d e t a t
s :
.
1 W shat i the Engilsh Language Educaiton Study Program (ELESP ) pracitce
.
C ProblemLimtia iton
e h t n o e b l li w h c r a e s e r s i h t f o s u c o f e h
T Engilsh Language Educaiton Study
) P S E L E ( m a r g o r
P pracitce teachers ’ concepiton onthe classroom assessmenti n
l o o h c
S PracitceProgram .
.
D ResearchObjec itve
l a r e n e g s i h c r a e s e r s i h
T lyaimedt oanswert hequesitontha thavebeenstatedi n
h c r a e s e r s i h t f o e v it c e j b o e h T . m e l b o r p h c r a e s e r e h
t i : s
.
1 Toknowt heELESPprac itcet eachers ’concepiton no eth classroomassessment ni
l o o h c
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.
E ResearchBeneftis
t a h t d l e if g n i h c a e t e g a u g n a l h s il g n E e h t o t s ti f e n e b l a r e v e s s e v i g h c r a e s e r s i h T
: s w o ll o f s a d e t a t s e b n a c
.
1 PracitceTeachers
g n i d n if e h
T s in thi sresearch are beileved to be bene ifcia lfo rthe ELESP
e h t w o n k o t s r e h c a e t e c it c a r
p thei rconcepiton no et h classroom assessmen .tThe
e v i g o s l a t n e m s s e s s a f o e l o r t n a tr o p m i e h t f o n o it a n a l p x
e s beneftii nt eachingproces s
m o o r s s a l c e h t t u o b a y l p e e d n r a e l o t s s e n g n il li w a e v a h s r e h c a e t e c it c a r p e h t e k a m o t
e h t t u o b a n o it a n a l p x e e h t ,r e v o e r o M .t n e m s s e s s
a ELESPpracitceteachers ’concepiton
t p e c n o c e h t f o n o it a t n e m e l p m i e h t d n
a ionwli lmake t hem more creaitve i n designing
s t n e m u rt s n i e h
f o n o it a t n e m e l p m i e h t f o n o it p ir c s e
d the assessmen twli lshow t he pracitce t eachers ,
r o s e l p i c n ir p t n e m s s e s s a e h t d e w o ll o f y d a e rl a e v a h y e h t r e h t e h
w n o.t
.
2 Lecturers
r o f s ti f e n e b e v i g o s l a h c r a e s e r s i h
T the lecturers ,especially thosel ecturer swho
o t d e t a l e r e s r u o c e h t h c a e
t the classroom assessment .By reading thi sresearch the
e h t w o n k l li w s r e r u t c e
l pracitcet eachers ’concepitonon theclassroomassessmen tand
t p e c n o c r i e h t t n e m e l p m i y e h t ll e w w o
h i ono fassessment .Throught hi sresearch, t he
e h t p o l e v e d d n a e c n a m r o f r e p g n i h c a e t e v o r p m i o t e l b a e b o t d e t c e p x e e r a s r e r u t c e l
o t d e t a l e r e s r u o
c et h classroomassessmen.t
.
3 Othe rResearchers
e b s i h c r a e s e r s i h
T ne ifcia lfor t he othe rresearcher swho may have na idea t o
o t d e t a l e r h c r a e s e r e h t t c u d n o
c the classroom assessmen.t The researche rhopes t ha t
o t d e t a l e r n o i s s u c s i d r e h tr u f a d n if o t s r e h c r a e s e r r e h t o e h t e ri p s n i d l u o c h c r a e s e r s i h t
e h
t classroom assessment t ha tmaybene ifcial t o student ,s l ecturers ,and other t arge t
f
o theresearch.
.
F De ifni itono fTerms
e s o h T . h c r a e s e r e h t o t d e t a l e r s m r e t e v if e r a e r e h t s m r e t f o n o it i n if e d e h t n I
, t n e m s s e s s a m o o r s s a l c , t n e m s s e s s a , n o it p e c n o c e r a s m r e
t Schoo lPracitce Program ,
. m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E d n a
.
o t g n i d r o c c
A Panduan Akademik Book o fSanata Dharma Universtiy (2007) ,
m a r g o r P e c it c a r P l o o h c
S i sone o fthe obilgatory course sunde rthe facutly o f
c u d E d n a g n i n i a r T s r e h c a e
T aiton which i sconducted i n semeste rsix and seven .On
e h t d n a t s r e d n u o t d e e n s t n e d u t s e h t , e s r u o c e h t g n it e l p m o
c ideaand procedureof et h
m o o r s s a l c l a e r a n i m e h t y l p p a o t e l b a e r a d n a g n i h c a e t e g a u g n a l h s il g n
E inaschool .
n i t h g u a t e r a t a h t s c i p o t e h
T thi scoursearedoingt eachers’j ob sa tschool ,educaitona l
t a a n e m o n e h
p hsc ool ,knowing and understand et h school i n realtiy ,and also doing
e h
t schoo lasminisrtaitvej ob .s
.
5 EngilshLanguageEduca itonStudyProgramPracitceTeacher
a L h s il g n
E nguage Educaiton Study Program pracitce teachers in t hi sresearch
s t n e d u t s m a r g o r P y d u t S n o it a c u d E e g a u g n a L h s il g n E e h t o t s r e f e
r in the academic
r a e
0 1
I I R E T P A H C F O W E I V E
R RELATEDLITERATURE
s i h t tr o p p u s o t l u f e s u e r a h c i h w s e ir o e h t l a t n e m a d n u f e h t s t n e s e r p r e t p a h c s i h T
e s s u c s i d s tr a p n i a m o w t e r a e r e h T . h c r a e s e
r d in thi schapter ,namely theoreitca l
t a h t n o it p ir c s e
d discusses some theo ire stha tare relevan tto the pracitce teachers ’
n o n o it p e c n o
c the classroomassessmen tand t heoreitcal f ramework ,which i s related
. h c r a e s e r e h t n i y r o e h t e h t o t
.
A Theore itca lDescrip iton
e r a e r e h
T two impo tran t pa tr sin the theoreitca l descirption .Frist p sa tr i
d n o c e s d n a t n e m s s e s s
a p a tr i s concepiton . The assessmen t par t consist s o f
n e v e
s elements ,namely the meaning o fassessment ,the type so fassessment ,the
n e m s s e s s a f o s e l p i c n ir
p t ,assessmen tand t eaching ,the relaitonship among t eaching ,
n o it a u l a v e d n a t n e m e r u s a e m , t s e t ,t n e m s s e s s
a ,andt hei mplementaitono fassessment .
o w t f o s t s i s n o c t r a p n o it p e c n o c e h
T elements ,namelythemeaningo fthe concep iton
n o n o it p e c n o c ’ s r e h c a e t e h t d n
a theclassroomassessmen.t
.
1 Assessment
u c s i d l li w t r a p s i h
T s sthe assessmen tspeci ifcally .There are six main pa tr s
t a h t t n e m s s e s s a e h t o t d e t a l e
r ea r really impo tran tfo rthe asseso rto know and to
n r a e
l .Those seven main pa tr s arethe de ifniiton o fassessment ,the purpose o f
t n e m s s e s s a f o s e p y t e h t , t n e m s s e s s a f o s e l p i c n ir p e h t , t n e m s s e s s
t n e m s s e s s a l a n i
F take splaceonlyatt heendo fal earningacitvtiy . tIi sthemos t
s a n a h t r e h t a r e l o h w e t e l p m o c a s a d e s s e s s a e b y l n o n a c g n i n r a e l n e h w e t a ir p o r p p a
.s tr a p t n e u ti t s n o c
.
2 Proces sandProduc tAssessment
a e h
T ssessmen t proces s focuse s on the step s o r procedure s unde lrying a
it r a
p cula rablitiy o rtask .The assessmen tproces si smos tusefu lwhen a studen ti s
. ll i k s w e n a g n i n r a e l
a e h
T ssessmen tproduc tfocuse son evaluaitng the resul tor outcome o fa
. s s e c o r
p Assessmen tproduc ti smos tapprop irate fo rdocumenitng pro ifciency o r
.l li k s n e v i g a n i y c n e t e p m o c
.
3 Divergen tandConvergen tAssessment
s t n e m s s e s s a t n e g r e v i
D i sused fo rwhich ar ange o fanswer so rsoluiton smigh t
.t c e r r o c d e r e d i s n o c e b
t c e r r o c e n o y l n o s a h t n e m s s e s s a t n e g r e v n o c
A response .Objecitve tes t tiem s
g n i s s e s s a n i h c a o r p p a s i h t f o e u l a v e h t e t a rt s n o m e d d n a e l p m a x e t s e b e h t e r a
O . e g d e l w o n
k bviously ,convergen tassessmen ti seasiert obeevaluated ors cored than
e s s a t n e g r e v i
d ssment.
.
c Principle so fAssessment
o s e l p i c n ir p e h
T fassessmen tha smanyf unciton .sI nt he classroomassessment ,
e l p i c n ir p e h
t scan be used to design a good test .By applying the p irnciple so f
s t n e d u t s r i e h t f
o ’learning .Based on the fac tabove ,i tcan be seen tha ttes tand
. g n i h c a e t f o t e s b u s e h t e r a t n e m s s e s s a
e r u g i
F 2.2Test ,assessment ,andt eachingrelatedt oBrown( 2004)
.
e Rela itonshipamongassessmen ,tt est ,measuremen t&evalua iton
e m u s s a e l p o e p y n a
M tha tassessmen tand tes tare simliar .There are many
n o it p e c r e
p ssaying tha ttest ,measuremen tand evaluaiton are the other word so f
t n e r e f fi d e v a h y ll a u t c a n o it a u l a v e d n a t n e m e r u s a e m , t s e t , t n e m s s e s s A . t n e m s s e s s a
n o it a l e r r o c e v a h y e h t t u b , g n i n a e
m ot one anothe rand ti i s i mpo trant t o disitnguish
. m e h t g n o m
a The correlaiton among assessmen,t t est ,measurement ,and evaluaiton
n i n e e s e b n a
c Figure2.3onpage19.
t s e T
t n e m s s e s s A
e r u g i
F 2.3 Rela itonship among the term sassessment ,test ,measurement , o
t d e t a l e r n o it a u l a v e d n
a Ntiko&Brookhart(2011 ,p.3)
t a h t s i p i h s n o it a l e r e h
T the assessment i sused t o gather i nformaiton abou tthe
e r u d e c o r p c it a m e t s y s e h t s a t s e t a e d u l c n i d n a s t n e d u t
s fo r desc irbing ce train
T . s t n e d u t s f o s c it s ir e t c a r a h
c hemeasurementi susedt oassign a scoret o et h students ’
a e m d n a s t s e t e r o m r o e n O . t s e
t surement smay be combined wtih a teacher s’
x
e pe irencet o j udget he wotrho ft he students ’achievemen tbyusingaproces scalled
. n o it a u l a v e
.f Implementa itono fAssessment
A good o rapoor assessmen tpracitce depend son a goodo ra poor concepiton
f
o et h assessmen ttha tthe teache rha .s There are ifve step son the classroom
o t g n i d r o c c a t n e m s s e s s
a Bruald i(1998) :1 )De ifning the Purpose ;2 )Choosing the
t n e m s s e s s A
t s e T
t n e m e r u s a e M
ir o e h t e h T . n o it a u l a v
e e swere used to know the detalied informaiton abou tthe
e g d e l w o n k ’ s r e h c a e t e c it c a r
p andunderstanding no classroomassessmen.t
n o n o it p e c n o c ’ s r e h c a e t e c it c a r p P S E L E e h t n i a g o t , t s a l t
A the classroom
g n ir u d t n e m s s e s s
a Schoo lPracitce Program, t he researcher t hen distirbute sa se to f
e h t s d l o h d n a e ri a n n o it s e u q e h
t interview .A tfert ha,tt he datawhich gainedf rom t he
, d e z y l a n a e r a w e i v r e t n i d n a e ri a n n o it s e u
q displayed ,interpreted and desc irbed in a
a p m o c s k o o b t x e
t r d e to t he pirnt-based t extbooks?Knupfe r&Mclellan (2001) dad the
t a h t n o it a m r o f n
i desc irpitve studiesr epor tsummarydata sucha smeasure so fcenrta l
, n o it a ir a v , n a e m e h t m o r f e c n a i v e d , e d o m , n a i d e m , n a e m e h t g n i d u l c n i y c n e d n e t
n o it a l e r r o c d n a , e g a t n e c r e
p betweenva irable .s
d e s u r e h c r a e s e r e h
T asurvey research which i sclassi ifed t o non-expeirmental ,
desc irpitve research methods ,to collec tthe data in order to answe rthe research
m e l b o r
p about t heELESPpracitcet eachers ’concepitonon theclassroomassessmen t
f o n o it a t n e m e l p m i e h t o s l a d n
a the classroom assessmen tdu irngSchoo lPracitce
m a r g o r
P .A surveyresearchi nvolve sacqui irngi nformaitonabou toneo rmoregroup s
e l p o e p f
o – aboutt hei rcharacteirs itcs ,opinions ,atttiudes ,o rpreviou sexpe irence sby
s r e w s n a r i e h t g n it a l u b a t d n a s n o it s e u q m e h t g n i k s
a .
The researcher used cross-secitona lsurvey which included quesitonnarie and
w e i v r e t n
i to gain the data . A tfe r dist irbuitngthe quesitonnarie , the researche r
r i e h t t u o b a n o it a m r o f n i p e e d t c e ll o c o t r e d r o n i s t n a p i c it r a p e h t d e w e i v r e t n i
f o n o it p e c n o
c theclassroomassessmen tandalsohowt heyappiledthei rconcepitono f
e h
t classroomassessmenti nSchoo lPracitceProgram .
.
B ResearchSet itng
d e t c u d n o c s a w h c r a e s e r s i h
T in the eighth semeste ro fEngilsh Language
a tr a k a y g o Y y ti s r e v i n U a m r a h D a t a n a S f o m a r g o r P y d u t S n o it a c u d
E students
0 2 r a e y c i m e d a c
e h
t interview on June 10 ,2013 a tKoenjono Room ,which i slocated on the fou trh
e h t f o r o o
lf AdminisrtaitonBulidingofSanataDharmaUniverstiyYogyaka tra.
.
C ResearchPar itcipants
e h
T populaitonoft hisr esearchweret heeighths emesters tudent so ftheEngilsh
f o e s u a c e B . m a r g o r P y d u t S n o it a c u d E e g a u g n a
L the ilmtiaitonof itme,t her esearche r
e s o h
c ServiceProgramDesign( SPD )classt ochooset heparitcipant soft hisr esearch .
e s o h c r e h c r a e s e r e h
T 91eighth semeste rstudent so ftheEngilsh Language Educaiton
m a r g o r P y d u t
S int he academicyear fo 2009/2010whohavet akeno rwhohavebeen
g n i k a
t Schoo lPracitce Program as t he paritcipant sof t hi sresearch .There were 100
t u b , s s a l c ) D P S ( n g i s e D m a r g o r P e c i v r e S n i s t n e d u t
s there were9 student swho have
t e y t o
n taken the Schoo lPracitce Program .Therefore, t he researche ronly chose 91
e s e r s i h t f o s t n a p i c it r a p e h t e b o t s t n e d u t
s arch.
.
D Instrument sandDataGatheringTechnique
d n a h c r a e s e r s i h t n i d e s u e r e w t a h t s t n e m u rt s n i e h t n o s u c o f d l u o w t r a p s i h T
. d e n i a g a t a d e h t r e h t a g o t w o h y a w e h t o s l a
.
1 Instrument s
a u q s i h t n i d e s u s t n e m u rt s n i e h t f o s e p y t e h
T nttiaitve research were
d n a e ri a n n o it s e u
q interview .Both quesitonnarie andinterview were done t o answe r
e h
r e b m u
N Indicator DataNeeded
s r e b m u
N 51 - 81 P irnciple so f t n e m s s e s s
a Tthheeai smsepslsemmeennt taitono f , y ti d il a v ( s e l p i c n ir p
, y ti c it n e h t u a
, y ti li b a il e r , y ti l a c it c a r p
) k c a b h s a w
.
b Interview
e h
T second ins rtumen tused in thi sresearch i st he interview .The researche r
e d , d e r u t c u rt s h g u o r h t a t a d e h t d e t c e ll o
c talied , and informa l interviews . The
s n o it s e u q d e r u t c u rt
s w eregivent omaket hei nterviewprocessr unwell .Theinterview ,
i m e s s a n w o n k s i h c i h
w -srtuctured interview , wa s given to collec t detalied
. t s e r e t n i r e h t o d n a y r e t s a m t c e j b u s , d n u o r g k c a b ’ s t n a p i c it r a p e h t t u o b a n o it a m r o f n i
d e w e i v r e t n i r e h c r a e s e r e h
T threeEngilshLanguageEducaitonStudyProgrampracitce
teacher so fSanata Dharma Universtiy Yogyaka tra who had takenSchoo lPracitce
g o r
P ram . The resutl s related to the racitce teachers ’ concepiton o f classroom
t n e m s s e s s
a would be really impo tran tto the fu trhe rdiscussion .Since thi sresearch
n e e b d a h o h w s t n e d u t s e e r h t e s o h c r e h c r a e s e r e h t ,t h g i e r e t s e m e s n i d e t c u d n o c s a w
e h t g n i k a
t Schoo lPracitce Program t o be i nterviewees i n t hi sresearch .Those t hree
. y l e t e l p m o c e ri a n n o it s e u q e h t d e ll if d a h o h w s t n e d u t s P S E L E e h t e r e w s e e w e i v r e t n i
e h c r e tf
A cking the quesitonnarie resutl ,those three interviewees ’score had three
if i s s a l c t n e r e f fi
d caitons:verygoodconcepiton ,goodconcepitonandpoo rconcepiton .
d e li a t e
d informaiton related to thei runderstanding on classroom assessmen twhich
y fi r e v o t d e s u e b d l u o
w thequesitonnarier esutl .
.
2 DataGatheringTechnique
e h tt u o d n if o
T ELESP pracitce teachers ’ concepiton on the classroom
g n ir u d t n e m s s e s s
a Schoo l Pracitce Program , the researche r used two kind s o f
e h T . w e i v r e t n i d n a e ri a n n o it s e u q y l e m a n , s t n e m u rt s n
i researche r conducted the
1 9 o t e ri a n n o it s e u
q eighthsemeste rstudent so ftheEngilshLanguageStudyProgram
i a g o T . y ti s r e v i n U a m r a h D a t a n a S f
o n detalied informaiton whethe rthe ELESP
d a h s r e h c a e t e c it c a r
p a goodo rpoor concepitonon theclassroom assessmen tdu irng
m a r g o r P e c it c a r P l o o h c
S , the researche r held an interview to three
r e t s e m e
s eighthstudent so fEngilshLanguageStudyProgram .
.
E DataAnalysi sTechnique
a t a d e h T . e ri a n n o it s e u q e h t m o r f d e r e h t a g a t a d e h t g n i z y l a n a s a w p e t s t s ri f e h T
h c r a e s e r s i h t f o e ri a n n o it s e u q e h t m o r f d e r e h t a
g were used to answe rthe research
h c i h w , m e l b o r
p wa srelated to the ELESP pracitce teachers ’concepiton on et h
m s s e s s a m o o r s s a l
c ent .The data gathered from the interview were used to gain
e
d talied informaiton related to the ELESP pracitce teachers ’concepiton on et h
w e i v r e t n i e h T . t n e m s s e s s a m o o r s s a l
c wa salsousedt oknowhowt hepracitcet eacher s
e h t d e t n e m e l p m
i classroom assessmen tdu irng Schoo lPracitce Program .The data
w h c i h
x
∑ represented t he sum of t he scores ,and t he symbo lN represented t he numbe ro f
n o it a c if i s s a l
c s .
s n o it a c if i s s a l c e e r h t e r e w e r e h
T accordingt o Herdian( 2007 )tobeanalyzed by
s ’ n w o r B e h t g n i s
u cenrtal t endencytheory.Those classi ifcaiton swere analyzedbased
n I . s t n e d n o p s e r l a t o t e h t n o d e s a b d n a t n e d n o p s e r h c a e n o d e s a b , t n e m e t a t s h c a e n o
’ s r e h c a e t e c it c a r p e h t e z y l a n a o t s n o it a c if i s s a l c e e r h t e r e w e r e h t , h c r a e s e r s i h t
. n o it p e c n o
c F tri s classi ifcaiton i es t h classi ifcation o fthe ELESP pracitce teachers ’
n o n o it p e c n o
c the classroom assessmen t based on each statement . Second
n o it a c if i s s a l
c si the classi ifcaiton of t he ELESP pracitce t eachers ’concepiton on the
t n e m s s e s s a m o o r s s a l
c based on each respondent . Thrid classi ifcaiton i s t he
n o it a c if i s s a l
c o f the ELESP pracitce teachers ’ concepiton on et h classroom
t n e m s s e s s
a basedont het ota lofr espondent .s
.
1 The Classi ifca iton o fthe ELESP Prac itce Teachers ’Concep iton based on
R h c a
E espondent
f o n o it p e c n o c ’ s r e h c a e t e c it c a r p e h t e z y l a n a o t d e s u s a w n o it a c if i s s a l c s i h T
e e r g a s i d y l g n o rt s f o e r o c s l a t o t m u m i x a m e h T . t n e d n o p s e r h c a e n o d e s a b t n e m s s e s s a
0 3 x 4 ( 0 2 1 s a w e e r g a y l g n o rt s f o e r o c s l a t o t m u m i x a m e h t d n a ) s m e ti 0 3 x 1 ( 0 3 s a w
a w t I . ) s m e
ti sgained that t he range of t he response wa sbetween 30 up to 120 .The
s a w e g n a r e h t f o l a v r e t n i e h t d n u o f r e h c r a e s e
r + .2 2
= e g n a
R Max.s core– Min.s core = 01 – 3 2 0 = + 22
e h t , e v o b a n o it a l u c l a c e h t n o d e s a
B classi ifcaiton o f pracitce teachers ’
h c a e n o d e s a b n o it p e c n o
c responden twa sdesc irbedbelow.
2 . 3 e l b a
T The clas isifca iton o f pracitce teachers ’ concepiton based on each
t n e d n o p s e r
e g n a
R Classi ifca iton
0
3 - 25 verypoorconcep iton 3
5 - 7 5 poorconcepiton 6
7 - 9 8 goodconcepiton 9
9 - 1 20 verygoodconcepiton
T n o d e s a
B able3.2,t her espondent swhoset ota lscorewa sx ,where30 ≤x≤ 52
a d e if i s s a l c e r e
w s respondent s who had a very poor concepiton o f classroom
. t n e m s s e s s
a Ther esponden twhoset ota lscorewa sx ,where53≤x≤75wereclassi ifed
d a h o h w s t n e d n o p s e r s
a a poor concepiton o fclassroom assessment .The responden t
o h
w se t ota lscorewa sx ,where 76≤x ≤98 wereclassi ifed as r espondent swhohad a
n o n o it p e c n o c d o o
g classroom assessment .The responden twhose t ota lscore wa sx ,
9 9 e r e h
w ≤x≤120 wereclassi ifedas r espondent swhohada verygoodconcepiton on
e h
t classroomassessment.
.
2 TheClassi ifca itonoft heELESPPrac itcet Teachers ’Concep itonbasedon
S h c a
E tatement
n o it a c if i s s a l c s i h
T wa sused to analyze the pracitce teachers ’concepiton on
s l a t o t m u m i x a m e h T . t n e d n o p s e r h c a e n o d e s a b t n e m s s e s s a m o o r s s a l
s a w e e r g a s i d y l g n o rt
s 9 1 i( fallr espondent sanswers rtonglydisagreeont hes tatemen t
4 6 3 d n a o t ) ) s t n e d n o p s e r 1 9 x 1
( i( fal lrespondent sanswe rs rtongly agree on the
1 9 x 4 ( t n e m e t a t
s respondents)) .I twa sgained tha tthe range o fthe response wa s
4 6 3 o t p u 1 9 n e e w t e
b .Ther esearcherf oundt hei nterva loft her angewa s+ 86 .
= e g n a
R Max.s core– Min.s core = 43 – 16 9 = + 86 .
4degreeo fclassi ifca itons 4
’ s r e h c a e t e c it c a r p f o n o it a c if i s s a l c e h t , e v o b a n o it a l u c l a c e h t n o d e s a B
: w o l e b d e b ir c s e d s a w t n e m e t a t s h c a e n o d e s a b n o it p e c n o c
3 . 3 e l b a
T Theclassiifca itonoftheELESPpracitcet eachers ’concep itonbasedon
eachs tatement
e g n a
R Clas isifca iton
1
9 - 159 verypoorconcepiton 0
6
1 - 2 28 poorconcepiton 9
2
2 - 2 97 goodconcepiton 8
9
2 - 3 64 verygoodconcepiton
T n o d e s a
B able 3.3,t he r espondent swtiht he t ota lscoreo fx ,where91≤x≤159
i s s a l c e r e
w ifedas er spondent swhohadaverypoorconcepiton .Ther espondent swtih
e h
t tota lscore o fx ,where 160≤x≤ 82 2 were catego irzed a srespondent swho had a
r o o
p concepiton .The respondent swtih the tota lscore x ,where 229≤x ≤297 were
o h w s t n e d n o p s e r s a d e z ir o g e t a
t n e d n o p s e
r swtih the tota lscore wa sx ,where 2 <98 x<364 were catego irzed a s
o h w s t n e d n o p s e
r dh a a verygoodconcepiton.
.
3 TheClassi ifca itonoft heELESPPrac itceTeachers ’Concep itonbasedon
R l a t o
T espondents
n o n o it p e c n o c ’ s r e h c a e t e c it c a r p e h t e z y l a n a o t d e s u s a w n o it a c if i s s a l c s i h T
o p s e r e h T . s t n e d n o p s e r l a t o t e h t n o d e s a b t n e m s s e s s a m o o r s s a l
c nse score swere
0 3 7 . 2 m o r f d e g n a
r (i fal loft herespondent sanswers rtonglydisagreeonthes tatemen t
s m e ti 0 3 x 1
( x 91 r espondents)) t o 10.920 i( fal loft he respondent sanswe rsrtongly
t n o e e r g
a he statement ( 4 x 30 tiem sx 91respondents)) .I twa sgained that t he r ange
s e r e h t f
o ponsewa sbetween2.730upt o10.920 .Ther esearcherf oundt hei nterva lo f
s a w e g n a r e h
t +2047.
= e g n a
R Max.s core– Min.s core =10.920 – .2 073 = +2047
4degreeo fclassi ifca itons 4
’ s r e h c a e t e c it c a r p f o n o it a c if i s s a l c e h t , e v o b a n o it a l u c l a c e h t n o d e s a B
l a t o t n o d e s a b n o it p e c n o
c responden twa sdesc irbed as f ollows in Table3.4 on page
4 . 3 e l b a
T TheclassiifcaitonoftheELESPprac itcet eachers ’concepitonbasedon
t n e d n o p s e r l a t o
t s
e g n a
R Clas isifca iton
0 3 7
2 -4777 verypoorconcepiton 8
7 7
4 -6825 poorconcepiton 6
2 8
6 - 88 37 goodconcepiton 8
8 47 -10920 verygoodconcepiton
a e v a h o t d e if i s s a l c e r e w s t n e d n o p s e r e h t , e v o b a n o it a c if i s s a l c e h t n o d e s a B
y r e
v poor concepiton i f the tota l score wa s a s x , where 2730≤x≤4777 . The
n e d n o p s e
r t swere classi ifed to have a poor concepiton i fthe tota lscore wa sa sx ,
e r e h
w 4778≤x≤6825 .The respondent swere classi ifed t o have a good concepiton i f
s a s a w e r o c s l a t o t e h
t x ,where 6826≤x≤8073 .The respondent swere catego irzed t o
s a s a w e r o c s l a t o t e h t fi n o it p e c n o c d o o g y r e v a e v a
h x ,where8074≤x≤10920.
h c r a e s e r e h t r e w s n a o
T problem, t he researche ralso held an i nterview wtih 3
t
sudentsf rom t heeighthsemestero eft h Engilsh LanguageEducaitonStudyProgram .
g n i s u y b s s e c o r p w e i v r e t n i e h t d e d r o c e r r e h c r a e s e r e h
T atape recorder . A tfe r
e h t ,s e e w e i v r e t n i e h t g n i w e i v r e t n
i researche rmadet he rtansc irptt o analyzet he data .
n i s r e w s n a r i e h t t u p d n a r e w s n a ’ s e e w e i v r e t n i e h t d e z y l a n a r e h c r a e s e r e h t ,t a h t r e tf A
n e h t g n e rt s o t n o it a m r o f n i r e p e e d t u o d n if o t d e s u s a w t l u s e r w e i v r e t n i e h T . e l b a t e h t
n o n o it p e c n o c ’ s r e h c a e t e c it c a r
p theclassroomassessmen tbasedoneachr espondent .
e h t f o n o it a c if i s s a l c e h t s a w n o it a c if i s s a l c d ri h
T ELESPpracitcet eachers ’concepiton
n
o theclassroomassessmen tbasedont het otalr espondent .s
n o d e s a b t l u s e r e h t f o n o it a t n e s e r p a t a d e h t d e y a l p s i d r e h c r a e s e r e h t t a h t r e tf A
e h t n i n o it a t n e s e r p a t a d e h t d e s s u c s i d r e h c r a e s e r e h t , n e h T . n o it a c if i s s a l c h c a e
o r f d e r e h t a g a t a d e h t d e y a l p s i d o s l a r e h c r a e s e r e h T . tr a p n o i s s u c s i
d m t he i nterview
anddiscussedt hem.
.
6 Interpreitngt he ifnding sands taitngconclusions
n
I thi sstep, t her esearcher interprete d the ifndings i n t het erm sof t he r esearch
y ti li b a b o r p e h t t u o b a s t n e m e t a t s s e k a m y ll a c i p y t r e h c r a e s e r e v it a ti t n a u q e h T . m e l b o r p
n i d n if a h c u s t a h
t gi sduet ochanceandr eache saconclusionaboutt hehypothesi .s
.
7 Reporitngr esutl , p e t s t s a l s i h t n
I the researche erd w r conclusion sof t he ifnding .The r esearche r
, s r e h c a e t e c it c a r p e h t o t , s r e r u t c e l P S E L E e h t o t n o it a d n e m m o c e r e m o s e t o r w o s l a
. s r e h c r a e s e r e r u t u f d n a
2 4
V I R E T P A H C
T L U S E R H C R A E S E
R S ANDDISCUSSION
li a t e d e h t s e d i v o r p r e t p a h c s i h
T e dinformaitonoft hegathereddata .tIs howst he
tl u s e r h c r a e s e
r s about the ELESP pracitce teachers ’concepiton on the classroom
g n ir u d t n e m s s e s s
a Schoo lPracitce Program .The data presented in thi schapte r
s a
w collected from the resutls fo quesitonnarie and interview .In thi schapter ,the
r e h c a e t e c it c a r p e h t r e h t e h w e z y l a n a d l u o w r e h c r a e s e
r s dh a agoodo rpoorconcepiton
n
o et h classroomassessmen tdu irngSchoo lPracitceProgram .
.
A TheELESPPrac itceTeachers ’Concep itononClassroomAssessmen tduring
m a r g o r P e c it c a r P l o o h c S
o t r e d r o n
I gain the ELESP pracitce teachers ’concepiton on et h classroom
g n ir u d t n e m s s e s s
a Schoo lPracitce Program, t he researche rwould present t he resutls
n o d e s a b n o it p e c n o c ’ s r e h c a e t e c it c a r p P S E L E e h t f
o thequesitonnarier esutls.I n t he
, d n
e ther esearche rwouldpresentt hediscussionoft her esutls anddrawconclusions.
.
1 DataPresenta ito noft heELESPPrac itceTeachers ’Concep itononClassroom
I d n a e r i a n n o it s e u Q m o r f tl u s e R t n e m s s e s s
A nterview
h c r a e s e r e h t , tr a p s i h t n
I e r would presen t the data o fthe ELESPpracitce
n o n o it p e c n o c ’ s r e h c a e
t et h classroom assessmen tresul tfrom t he quesitonnarie and
e h
.
a T D he a Pta resenta itonbasedont heQues itonnaireResutl
i h t n
I spa tr ,the researche rpresent the pracitce teachers ’concepiton on the
g n ir u d t n e m s s e s s a m o o r s s a l
c Schoo lPracitce Program .The data presentaiton wa s
classi ifed into three classi ifcaitons.Fristclassi ifcaiton wa s abou t theresul t o f the
n o n o it p e c n o c ’ s r e h c a e t e c it c a r p P S E L
E et h classroom assessmen tduring Schoo l
e c it c a r
P Programbased oneachstatement .Seco ndclassi ifcaitonwa sabou ttheresul t
n o n o it p e c n o c ’ s r e h c a e t e c it c a r p P S E L E e h t f
o et h classroom assessmen tdu irng
m a r g o r P e c it c a r P l o o h c
S basedoneachr espondent .Thridclassi ifcaitonwa saboutt he
S E L E e h t f o t l u s e
r P pracitce teachers ’concepiton on the classroom assessmen t
g n ir u
d Schoo lPracitceProgrambasedont otalr espondents .
Fris,tt her esearche rwould present theELESP pracitcet eachers ’concepitonon
e h
t classroomassessmen tdu irngSchoo lPracitceProgrambasedoneachstatementi n
t u o d n if o t r e d r
o how wel lthe pracitce t eachers ’beile fand basic knowledge on the
. t n e m s s e s s a m o o r s s a l
c A tfert ha,tt her esearche rwould showt her esul tof t heELESP
n o n o it p e c n o c ’ s r e h c a e t e c it c a r
p the classroom assessmen tdu irngSchoo lPracitce
h c a e n o d e s a b m a r g o r
P responden.tI twa sshowedt o knowwhethe reach r esponden t
d a
h a good o ra poo rconcepiton on the classroom assessment .In the end,the
P S E L E f o e g a t n e c r e p e h t t n e s e r p d l u o w r e h c r a e s e
r pracitce t eachers ’concepiton on
e h
t classroom assessmen tdu irngSchoo lPracitceProgram based ontotalr espondents .
n o it a t n e s e r p a t a d e h
T o fthe ELESPpracitce teachers ’concep iton on et h classroom
t n e m s s e s s
m o o r s s a l C n o n o it p e c n o C ’ s r e h c a e T e c it c a r P f o t l u s e R n o it a c if is s a l C 1 . 4 e l b a T
g n i r u d t n e m s s e s s
A Schoo lPracitceProgram
o
N Statement Tota l
e r o c
S Clas isifcaiton
1 Respondent s asses s thei r student s duirng Schoo l m
a r g o r P e c it c a r
P . 3 10 Verygood
2 tIi seasyfort her espondentst oassesst heris tudent .s 1 89 Poor 3 Respondentss ett hegoa lo ftheriassessmen.t 2 74 Verygood 4 Respondent sobservet heris tudent sneed .s 2 75 Good 5 Respondent s asses s theri student s to identfiy thei r
.s e s s e n k a e w d n a s h t g n e rt
s 2 89 Good
6 Respondent saskt hei rstudents t owrtie whatt hey have . g n it e e m e h t f o d n e e h t t a r e p a p f o e c e i p e h t n o d e n r a e
l 2 25 Poor
7 Respondent sask t hei rstudentst o wrtie down unsolved .s s a l c e h t f o d n e e h t t a s l a ir e t a m e h t o t d e t a l e r s n o it s e u
q 2 12 Poor
8 Respondent sgive a clea rins rtuciton on t hei rstudents ’ .
k s a
t 2 95 Good
9 Respondent sgiveoppo truniitest ot hei rstudentst ohave .
s s a l c e h t f o t n o r f e h t n i e c n a m r o f r e p l a r
o 3 05 Verygood
0
1 Respondent s give commen t to thei r students ’ d n a s h t g n e rt s r i e h t w o n k o t m e h t p l e h o t e c n a m r o f r e p
.s e s s e n k a e w
7 0
3 Verygood
1
1 Respondent sgive planned quizze so rtask sin every .
g n it e e
m 2 70 Good
2
1 Respondent sgivea ifnalt estt ot heris tudents . 2 89 Verygood 3
1 Respondent sgivemulitple-choicet estt ot heris tudents . 2 75 Good 4
1 Respondent sgiveanessayt estt ot hei rstudentst omake . y l e v it a e r c a e d i ri e h t g n i p o l e v e d n i e e r f l e e f m e h
t 2 95 Good
5
1 Respondent suse a relevan tand interesitng topic fo r .
s l a ir e t a m t s e t e h t g n i n g i s e d n i s t n e d u t s ri e h
t 3 07 Good
6
1 Respondent sgive same t es tmate iral seven t hough t hey .s
s a l c t n e r e f fi d n i h c a e
t 2 88 Good
7
1 Respondent smake the tes t mate iral sbased on thei r s l a ir e t a m e h t n o n o i s n e h e r p m o c r o y r e t s a m ’ s t n e d u t s
.t h g u a t
7 8
2 Good
8
1 Respondent screatet hescoirngr ub ircast hestandardt o .
k r o w ’ s t n e d u t s ri e h t e r o c
s 2 81 Good
9
1 Respondent sscore thei rstudents ’work irgh ta tfe rthe .t
s e
