i ABSTRACT
Ira Maisarah. 2018. The Development Model of Instrument for Affective Assessment based on Scientific Appraoch in English Language Learning at Junior High School. Dissertation, Postgraduate Program, State University of Padang.
This research was based on the problem faced by English Teachers in Junior High School who had difficulties in assessing students‘ affective comprehensively during the teaching and learning process. The difficulties in assessing affective were caused by the instrument for assessing affective itself is too general, and not focused on the subject matter in that school. So, the purpose of this research was to develop the instrument of affective assessment based on scientific approach in English language learning at Junior High School.
The researcher used ADDIE Model with five phases, namely: Analysis Design, Development, Implementation, and Evaluation. This research was conducted in three Junior High Schools that use curriculum 2013. There were six English teachers as the informant for this research. Then, the instruments of the research were open-ended question, observation sheet, documentation, and validation sheet. Validation sheet was filled by five experts who had different field of study. The result of the research was analyzed qualitatively and quantitatively by using SPSS.
The result showed that the English teachers needed an instrument of affective assessment that simple and comprehensive. Next, the products that had been design are book of model for affective assessment and model of instrument for affective assessment based on scientific approach. While, the result of experts‘
validation showed that the cover of product must be changed, added recapitulation sheet, and gave more explanation for indicator of rubric scoring. In addtion, the result of questionnaire for practicality and effectiveness, the correlation and influence of students‘ affective score with learning achievement in English subject showed that the value of sig 0,00 < 0,05. It means all of the hypotheses null are rejected. Moreover, there was improvement for students‘ affective score as much as 26,8% from good to be very good. Finally, it can be concluded that the model of instrument of affective assessment based on scientific approach was effective and practice to be used in assessing students‘ affective during the English language learning.
ii ABSTRAK
Ira Maisarah. 2018. Pengembangan Model Instrumen Penilaian Afektif berbasis Pendekatan Saintifik untuk Pembelajaran Bahasa Inggris di Sekolah Menengah Pertama. Disertasi, Pascasarjana Universitas Negeri Padang.
Penelitian ini dilatarbelakangi oleh permasalahan yang dihadapi oleh guru- guru Bahasa Inggris di Sekolah Menengah Pertama yang mana mereka mengalami kesulitan dalam melakukan penilaian afektif secara komperehensif selama proses pembelajaran Bahasa Inggris. Kesulitan ini disebabkan karena instrumen penilaian sikap yang ada selama ini hanya bersifat umum, dan tidak difokuskan pada subjek pelajaran di sekolah. Oleh karena itu, penelitian ini bertujuan untuk mengembangkan instrumen penilaian afektif berbasis pendekatan saintifik untuk pembelajaran Bahasa Inggris di Sekolah Menengah Pertama.
Peneliti menggunakan model ADDIE yang memiliki 5 (lima) tahapan, yaitu: Analysis, Design, Development, Implementation, dan Evaluation. Penelitian ini dilaksanakan di tiga Sekolah Menengah Pertama yang menggunakan kurikulum 2013 di Kabupaten Merangin Propinsi Jambi. Enam orang guru Bahasa Inggris menjadi informan di dalam penelitian ini. Adapun Instrumen penelitian yang digunakan untuk mengumpulkan data berupa open-ended question, lembar observasi, dokumentasi, dan lembar validasi. Lembar validasi diisi oleh 5 (lima) orang pakar yang berbeda bidang ilmu. Hasil penelitian dianalisis secara kualitatif dan kuantitatif dengan menggunakan SPSS.
Dari hasil penelitian, diperoleh data bahwa guru Bahasa Inggris membutuhkan instrumen penilaian afektif yang sederhana dan komprehensif.
Selanjutnya, produk yang telah dirancang berupa buku model penilaian afektif dan model instrumen penilaian afektif berbasis pendekatan. Sementara itu, hasil validasi pakar menunjukkan bahwa perlu adanya perubahan cover dan penambahan lembar rekapitulasi serta kejelasan indikator penilaian pada produk yang dihasilkan. Sedangkan hasil kuisioner praktikalitas dan efektifitas, perhitungan korelasi (hubungan) antara nilai sikap dengan hasil belajar Bahasa Inggris peserta didik, serta pengaruh nilai sikap terhadap hasil belajar peserta didik dalam mata pelajaran Bahasa Inggris menunjukkan bahwa nilai sig 0.00 <
0,05. Artinya, semua hipotesis nol ditolak. Selain itu, nilai sikap peserta didik juga meningkat sebanyak 26,8% dari baik menjadi lebih baik. Maka dapat simpulkan bahwa model instrumen penilaian afektif berbasis pendekatan saintifik adalah praktis dan efektif digunakan dalam menilai sikap peserta didik selama proses pembelajaran Bahasa Inggris.
