commit to user
v
ABSTRACT
Indriyana Saputri: THE IMPLEMENTATION OF AUTHENTIC
ASSESSMENT IN ENGLISH LANGUAGE TEACHING (ELT): A CASE STUDY AT SMA N 6 SURAKARTA IN THE ACADEMIC YEAR OF 2014/2015). Thesis, Surakarta: Teacher Training and Education Faculty. Sebelas Maret University, July 2015.
The objectives of the research are: (1) to find out and describe about
teachers’ perceptions toward authentic assessment; (2) to find out and describe the
implementation of authentic assessment at SMA N 6 Surakarta; (3) to find out and describe the effects of authentic assessment to the quality of English language teaching (ELT).
The study was qualitative case study and the subjects were four English teachers in SMA N 6 Surakarta who implement authentic assessment in English language teaching. The data were collected by using passive participant observation, in-depth interview with teachers and students, and document analysis. The data were analyzed by using case study data analysis as proposed by Yin. Data analysis was done by examining, categorizing, tabulating, testing. The other way in analysing the data was pattern-matching.
The findings of the research show that the teachers almost had the same
perception toward authentic assessment. Teachers’ perception towards authentic
assessment is assessment which can assess the students’ knowledge (cognitive),
skill (psychomotor), and attitude (affective) during the teaching and learning process. It is useful to know the students real ability and what they know and what they can do. This research also describes and explains the implementation of authentic assessment in English language teaching conducted in SMA N 6 surakarta includes types of authentic assessment, the steps of developing authentic assessment, documents used in implementing authentic assessment, teachers and
students’ roles, teachers obstacles in implementing authentic assessment. This
research reveals that authentic assessment affects to the quality of English
language teaching. It can improve students’ motivation, interest, enthusiasm,
active, self confidence, creativity in learning English. It also improves students’
English ability, and learning result.
The research suggests that the implementation of authentic assessments
strongly influences and improves to the students’ motivation, interest, enthusiasm, activeness, self confidence, creativity, and learning result. For that reason, teachers need to implement authentic assessment in English language teaching by choosing the appropriate types of authentic assessment for their students.
commit to user
vi
MOTTO
“Segala sesuatu bergantung pada niatnya.”
(HR. Bukhari)
“Ya Allah, lapangkanlah dadaku, dan mudahkanlah untukku urusanku, dan
lepaskanlah kekakuan dari lidahku, agar mereka mengerti perkataanku.”
(Q.S. Thaha 25-28)
“Maka sesungguhnya bersama kesulitan ada kemudahan. Sesungguhnya bersama
kesulitan ada kemudahan. Maka apabila engkau telah selesai (dari sesuatu urusan), tetaplah bekerja keras (untuk urusan yang lain). Dan hanya kepada
Tuhanmulah engkau berharap.”
(Q.S. Asy-Syarh : 5-8)
“Ya Allah berilah manfaat untukku ilmu yang telah Engkau ajarkan kepadaku,
dan ajarkanlah aku ilmu yang bermanfaat bagiku serta tambahkan untukku ilmu. Segala puji bagi Allah atas segala keadaan. Dan aku mohon perlindungan-Mu dari
siksa api neraka.”
commit to user
vii
DEDICATION
This thesis is wholeheartedly dedicated to my beloved parents who have fought
commit to user
viii
ACKNOWLEDGMENT
Alhamdulillah. Praise and thanks be to Allah SWT the Almighty for His
blessing so that eventually the researcher can finish her thesis as a partial
fulfillment of the requirements for getting undergraduate degree of education in
English. Obviously, there are honorable people who deserve her special gratitude
for their help to the researcher. Therefore the researcher wishes to thank:
1. The Dean of Teacher Training and Education Faculty of Sebelas Maret
University.
2. The Head of English Department who has given permission to the writer to
write the thesis.
3. Prof. Dr. Joko Nurkamto, M. Pd., the first consultant, who has been willing to
give guidance and advice from the beginning of the thesis writing up to the
completion of it.
4. Dewi Sri Wahyuni, S. Pd., M. Pd., the second consultant, for her patience,
guidance, suggestion, during the process of accomplishing this thesis.
5. All of the lecturers for their great contribution in sharing knowledge and
advice during my academic years.
6. Dra. Harminingsih, M. Pd., the Headmaster of SMA N 6 Surakarta, for giving
permission the writer in doing the research.
7. Drs. Muhammad Rosyid A. S., Drs. Ahmad Al Adib, Wirawan, S. Pd.,
Endang Handayani, S. Pd., M. Pd., English teachers of SMA N 6 Surakarta,
who help her dealing with the research.
8. All of the eleventh grade students of SMA N 6 Surakarta for supporting in
this research.
9. Her gorgeous Ibuk and Bapak for their everlasting love and ultimate
motivator to the writer throughout her life.
10. Her best friends in SBI Class 2010 English Education Department of Sebelas
Maret University for wonderful friendship.
commit to user
ix
12. Her beloved family, for a never ending support and love for the writer.
13. Everyone who inspires, motivates, supports, and helps the writer.
Finally, the writer realizes that the thesis is far from being perfect as she
has limitation as human being. Therefore, she gratefully accepts every
suggestions, criticism, and comment from those who concern to this thesis.
Hopefully, this thesis will be able to give contribution and be useful for the
readers especially for those who are interested in the similar study.
Surakarta, 28 July 2015
commit to user
x
TABLE OF CONTENTS
TITLE ... i
PRONOUNCEMENT ... ii
APPROVAL OF CONSULTANTS ... iii
APPROVAL OF EXAMINERS ... iv
ABSTRACT ...v
MOTTO ... vi
DEDICATION... vii
ACKNOWLEDGEMENT ... viii
TABLE OF CONTENTS...x
LIST OF TABLES ... xiv
LIST OF FIGURES ...xv
LIST OF APPENDICES ... xvi
CHAPTER I: INTRODUCTION ...1
A. The Background of the Study...1
B. Formulation of the Problem ...9
C. The Objectives of the Study ...9
D. The Benefits of the Study ...9
CHAPTER II: REVIEW OF RELATED LITERATURE...11
A. Theoritical Review ...11
1. The Nature of Authentic Assessment ...11
a. Definition of Authentic Assessment ...11
b. Characteristics of Authentic Assessment ...13
c. Differences between Traditional and Authentic Assessment ...14
d. Types and Task of Authentic Assessment...16
e. Developing Authentic Assessment...20
commit to user
xi
a. Language Learning and Teaching ...22
b. Approaches in English Language Teaching...25
c. Characteristics of Good ESL Teachers ...26
d. Effective Teacher ...28
e. Teacher and Learner Roles...32
3. The Nature of Perception ...36
a. Definition of Perception ...36
b. The Factors which Influence Someone’sPerception 37 c. The Factors which Play A Role in Perception ...39
d. The Process of Perception ...40
B. Review of Relevant Studies ...40
CHAPTER III: RESEARCH METHODOLOGY ...42
A. Context of the Study ...42
1. The Place...42
2. The Subject of the Research ...42
B. Research Method...44
C. Source of Data...45
1. Events...45
2. Informants ...45
3. Documents ...45
D. The Techniques for Data Collection ...45
1. Observation ...46
2. In-depth Interview withTeachers ...46
3. In-dept Interview with Students...47
4. Document analysis ...47
E. The Techniques for Data Analysis...47
F. Validity...48
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION ...50
commit to user
xii
1. Teachers Perception ...50
a. Teachers’ perception toward authentic assessment50 b. The factors which influence teachers’ perceptions 53 2. The Implementation of Authentic Assessment ...54
a. Types of authentic assessment ...55
b. The steps of developing authentic assessment...68
c. Documents used in implementing authentic assessment...70
d. Teachers’ Roles in implementing authentic assessment...73
e. Students’ role in the implementation of authentic assessment...80
f. Teachers obstacles in implementing athentic assessment...82
3. The Effects of Authentic Assessment to the Quality of ELT ...85
a. Students motivation, self confidence, interest, creativity, active, enthusiasm ...85
b. Students cognitive, affective, and psychomotor competence ...88
c. Students English ability ...90
B. Discussion ...94
CHAPTER V: CONCLUSION, IMPLICATION, AND SUGGESTION...102
A. Conclusion ...102
B. Implication ...103
C. Suggestion ...103
BIBLIOGRAPHY ...105
commit to user
x iii
LIST OF APPENDICES
1. Appendix I : Field Note of Interview...108
2. Appendix II : Field Note of Observation ...205
3. Appendix III : Document Analysis ...313
4. Appendix IV : Document...326
5. Appendix V : Activities in the Classroom ...368
commit to user
x
iv
LIST OF TABLES
Table 2.1. The differences between traditional and authentic assessment...16
Table 2.2. Good Language-Teaching Characteristics ...26
commit to user
xv
LIST OF FIGURES
Figure 3.1. Techniques Triangulation by Sugiyono...49
