presented to the faculty of educational sciences in partial...
TRANSCRIPT
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THE APPLICATION OF AUTHENTIC ASSESSMENT FOR
STUDENTS’ WRITING SKILL
(A Case Study at Tenth Grade of MAN 1 Kota Tangerang )
A Skripsi
Presented to the Faculty of Educational Sciences in Partial Fulfillment of the
Requirements for the Degree of Strata 1 (S.Pd.) in English Language Education
By:
Nurhasanah
11150140000005
DEPARTMENT OF ENGLISH EDUCATION
FACULTY OF EDUCATIONAL SCIENCES
SYARIF HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
2020
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ABSTRACT
NURHASANAH. 2020, The Application of Authentic Assessment for Students’
Writing Skill (A Case Study at Tenth Grade of MAN 1 Kota Tangerang), Skripsi,
English Education Department, Faculty of Educational Sciences, Syarif Hidayatullah
State Islamic University of Jakarta.
Advisors : Dr. Fahriany, M.Pd. and Desi Nahartini, M.Ed.
Keywords : Authentic Assessment, Writing Skill
This research focuses on the application of authentic assessment for students’
writing skill at tenth grade of MAN 1 Kota Tangerang in the academic year 2019/2020.
The scope of the research is divided into some points: (1) the facts about the
implementation of authentic assessment for teachers in assessing the students’ writing
skill; (2) the teachers’ problem in applying the authentic assessment on students’
writing skill.
The researcher used a descriptive qualitative method. It has a purpose to obtain
the complete data and comprehensive description. The techniques of data collection
are interviews, observation, and documentation. And, the researcher analyzed the data
by using the model data analysis of Miles and Huberman. It includes data condensation,
data display, and drawing and verifying conclusions.
Findings of the research: the teachers implement the authentic assessment on
student writing skill including three aspects – affective, cognitive, and skill. For
affective aspects: the teachers used observation and journal techniques, however, they
do not use them for students’ writing. Cognitive aspects: written test and assignment
techniques, however, they are not published for audiences’ purposes. Skill aspects:
project assessment, however, this aspect is similar to cognitive aspects. In general, the
teachers know the application of an authentic assessment of writing skill based on the
2013 Curriculum, although they have not yet applied optimally. Nevertheless, the
teachers have challenges in applying authentic assessment in learning activities, in
such: having limited time and large class.
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ABSTRAK
NURHASANAH. 2020, The Application of Authentic Assessment for Students’
Writing Skill (A Case Study at Tenth Grade of MAN 1 Kota Tangerang), Skripsi,
Jurusan Pendidikan Bahasa Inggris, Fakultas Ilmu Tarbiyah dan Keguruan, Universitas
Islam Negeri Syarif Hidayatullah Jakarta.
Advisors : Dr. Fahriany, M.Pd. dan Desi Nahartini, M.Ed.
Key words : Penilaian Autentik, Keterampilan Menulis
Tujuan penelitian ini adalah tentang penerapan penilaian autentik untuk
keterampilan menulis siswa di kelas X MAN 1 Kota Tangerang pada tahun akademik
2019/2020. Ruang lingkup penelitian ini dibagi menjadi beberapa poin, yaitu: (1) fakta
tentang penerapan penilaian autentik bagi guru dalam menilai keterampilan menulis
siswa, (2) masalah guru dalam menerapkan penilaian autentik pada keterampilan
menulis siswa.
Peneliti menggunakan metode deskriptif kualitatif. Hal ini bertujuan untuk
memperoleh data yang lengkap dan menjelaskan secara komprehensif. Teknik
pengumpulan data yang digunakan adalah wawancara, observasi, dan dokumentasi.
Dan, peneliti menganalisis data dengan menggunakan model analisis data dari Miles
dan Huberman yang meliputi reduksi data, penyajian data, dan kesimpulan serta
verifikasi.
Hasil penelitian, yaitu: guru menerapkan penilaian autentik pada keterampilan
menulis siswa melalui tiga aspek – afektif, kognitif, dan keterampilan. Pada aspek
afektif: guru menggunakan teknik observasi dan jurnal, guru tidak menggunakannya
untuk tulisan siswa. Aspek kognitif: tes tertulis dan teknik penugasan, kedua teknik ini
tidak dipublikasikan untuk tujuan audiensi. Aspek keterampilan: penilaian proyek,
aspek ini pun sama dengan aspek kognitif. Secara keseluruhan, guru mengetahui
penerapan penilaian autentik pada keterampilan menulis berdasarkan Kurikulum 2013,
meskipun guru belum menerapkan secara optimal. Namun demikian, guru memiliki
tantangan dalam menerapkan penilaian autentik pada kegiatan pembelajaran, seperti:
memiliki waktu yang terbatas dan kelas besar.
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ACKNOWLEDGEMENT
In the Name of Allah, the Most Merciful, the Most Compassionate. All the
praises and thanks be to Allah, the Lord of the world, granted me blessing onto the
researcher in finishing this research paper. Our leader, Prophet Muhammad has been
particularized with the characteristic of eloquent and concisely speech, and ease in the
religion. May the peace and blessings of Allah be upon him, the other Prophets and
Messengers, and justifiably proud of all of their families.
First, the writer would express her gratitude to her parents (Mr. Suhaman and
Mrs. Ade Tianah) for providing her with blazing support and continuous
encouragement throughout her years of study and through the process of researching
and writing this research paper. This accomplishment would not have been possible
without them.
Furthermore, she would like to thank her advisors Dr. Fahriany, M.Pd. and Desi
Nahartini, M.Ed. of English Education Department at State Islamic University Syarif
Hidayatullah Jakarta. They always accommodate and assist her research or writing.
They always support this paper to be her own work and provide the right direction for
her research paper writing.
Besides that, she would like to acknowledge the contribution of this research
project to:
1. Dr. Surrurin, M.Ag., the Dean of Faculty of Educational Sciences.
2. Didin N. Hidayat, MA.TESOL., Ph.D., the Head of English Education
Department.
3. Zaharil Anasy, M.Hum., the Secretary of English Education Department.
4. All lecturers of English Education Department who have taught her
knowledge and have given her gorgeous experiences in study.
5. Drs. H. Ali Purqoni, M.Si., the Head of MAN 1 Kota Tangerang who has
given permission to conduct this research.
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6. Mrs. Esti Rohani, S.Pd., and Mr. Dzul Fahmi, S.Pd., the English Teachers
at tenth grade of MAN 1 Kota Tangerang.
7. All students of MAN 1 Kota Tangerang. She would like to appreciate their
valuable participation. Without their passionate assistance and input, this
research could not have been successfully conducted.
Finally, she realizes that this research paper though has some weakness and
deficiency. Hence, she would appreciate in accepting suggestions and corrections from
anyone for increased writing.
Jakarta, January 2020
Nurhasanah
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TABLE OF CONTENTS
SURAT PERNYATAAN KARYA SENDIRI
LEMBAR PENGESAHAN
ENDORSEMENT SHEET
ABSTRACT ..................................................................................................... i
ABSTRAK ....................................................................................................... ii
ACKNOWLEDGEMENT ............................................................................... iii
TABLE OF CONTENTS ................................................................................ v
LIST OF TABLES........................................................................................... ix
LIST OF FIGURE ........................................................................................... x
LIST OF APPENDIX ...................................................................................... xi
CHAPTER I INTRODUCTION .................................................................... 1
A. Background of the Research ................................................... 1
B. Formulation of the Problems .................................................. 7
C. The Objective of the Research ................................................ 7
D. Limitation of the Problems ..................................................... 7
E. Significance of the Research .................................................. 8
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CHAPTER II REVIEW OF RELATED LITERATURE .............................. 9
A. Theoretical Description
1. Authentic Assessment
a. Definitions of Authentic Assessment ........................ 9
b. Kinds of Authentic Assessment ................................ 10
2. Writing Skill
a. Definitions of Writing Skill ...................................... 17
b. Macro and Micro-skill in Writing ............................. 18
3. The Application of Authentic Assessment of Writing
a. Definition ................................................................. 19
b. Characteristics of Authentic Assessment ................... 20
c. Techniques and Instruments of Authentic Assessment Used
by the Teachers to Assess Students’ Writing Skill..... 21
d. The Teacher’s Problem in Applying Authentic Assessment of
Writing ..................................................................... 23
B. Reviews of Relevant Studies .................................................. 24
CHAPTER III RESEARCH METHODOLOGY .......................................... 27
A. Research Method.................................................................... 27
B. Research Setting ..................................................................... 28
C. Research Participants ............................................................ 29
D. Source of Data ....................................................................... 30
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E. Techniques of Data Collection ............................................... 30
F. Research Instruments ............................................................. 32
G. Validity of Data...................................................................... 34
H. Techniques of Data Analysis .................................................. 35
I. Research Procedure ................................................................ 37
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ...................... 38
A. Research Findings .................................................................. 38
1. Data Description
a. The Implementation of Authentic Assessment for Teachers in
Assessing the Students Writing Skill.......................... 38
b. The Teachers’ Problem in Applying the Authentic Assessment
.................................................................................. 51
B. Research Discussion ............................................................... 52
1. The Implementation of Authentic Assessment for Teachers in
Assessing the Students Writing Skill ................................ 52
2. The Teachers’ Problem in Applying the Authentic Assessment
......................................................................................... 58
CHAPTER V CONCLUSION AND SUGGESTION..................................... 61
A. Conclusion ............................................................................. 61
B. Suggestion ............................................................................. 63
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REFERENCES ................................................................................................ 64
APPENDICES ................................................................................................. 68
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LIST OF TABLES
Table 2.1 Anecdotal Record Form ................................................................. 11
Table 2.2 Estimated the Aspects, Techniques and Instruments of Authentic
Assessment ................................................................................................... 21
Table 2.3 The Analysis of Rubric Scoring in Writing .................................... 22
Table 3.1 Research Schedule ......................................................................... 29
Table 3.2 Instruments Grids .......................................................................... 33
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LIST OF FIGURE
Figure 3.1 Model Data Analysis of Miles and Huberman .............................. 35
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LIST OF APPENDIX
Appendix 1 Observation Guidelines .............................................................. 69
Appendix 2 Observation Results ................................................................... 78
Appendix 3 The Results of Observation on the Application of Authentic Assessment
Based on Affective Assessment .................................................................... 93
Appendix 4 The Results of Observation on the Application Authentic Assessment
Based on Cognitive Assessment .................................................................... 97
Appendix 5 The Results of Observation on the Application Authentic Assessment
Based on Skill Assessment ............................................................................ 101
Appendix 6 Interview Guidelines for Head of Curriculum ............................ 110
Appendix 7 Interview Guidelines for Teachers .............................................. 119
Appendix 8 Interview Guidelines for Students .............................................. 129
Appendix 9 Interview Transcript of the Head of Curriculum ......................... 136
Appendix 10 Interview Transcript of the English Teachers ........................... 147
Appendix 11 Reducing of Interview Transcript of Students........................... 168
Appendix 12 Teacher’s List .......................................................................... 175
Appendix 13 Field Notes .............................................................................. 176
Appendix 14 Lesson Plan .............................................................................. 178
Appendix 15 Syllabus ................................................................................... 190
Appendix 16 The Result of Document Analysis ............................................ 193
Appendix 17 Documentation ......................................................................... 195
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CHAPTER I
INTRODUCTION
This chapter presents the background of the research, formulations of
the problems, the objective of the research, limitation of the problems and
significance of the research.
A. Background of the Research
The 2013 Curriculum represents a scientific approach in teaching and
learning process. The scientific approach characterized the dimensional
prominence of observation, reasoning, discovery, endorsement, and
explanation of the truth as well as the integrated application of scientific
principles.1 It requires scientific instruments to measure the achievement of
educational objectives.
Authentic assessment is relevant to a scientific approach. Because it is
able to describe the students’ learning in observing, analyzing, experimenting,
and network building.2 It means this assessment allows the students to perform
their competences in more authentic rules. The following competencies are
attitude, knowledge, and skills.3 Both can develop the students’ learning in
complex or contextual tasks in the classroom.
Authentic assessment captures the constructive nature of learning. This
assessment applies what teachers have considerably taught to students. It can
engage them to develop a current interpretation. This statement is supported by
Mueller about authentic assessment, which carries out a function that obtains a
1 A Copy of an Attachment of Permendikbud No. 65 Year 2013, “Standar Proses Pendidikan
Dasar dan Menengah”, p. 3. 2 A Copy of an Attachment of Permendikbud No. 104 Year 2014, “Penilaian Hasil Belajar oleh
Pendidik pada Pendidikan Dasar dan Menengah”, p. 4. 3 Ibid, p. 5.
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standardized assessment that serves as recognition and thinking of
information.4 Moreover, they can explore and discover their understanding of
the knowledge in learning processes, teaching practices, and high-level thinking
skills. Those are the requirements to succeed in the real world.
Authentic assessment is direct measure.5 It is able to measure with the
gained knowledge and skills in the real world. And, it can be appraised by the
teachers if students can implement what they have acquired in an actual state.
For example, in knowledge aspects, teachers can score from argumentation,
debate, computer skills, and other skills. Attitude aspects, they can assess from
students’ behavior toward something or while doing something. Therefore, this
assessment is scored directly due to being clear.
Authentic assessment provides multiple paths to demonstrate in
learning. It assesses the students’ preparation, process and filled outcomes.
Since it provides an alignment of assessments such as input, process, and output
to generate instructional effects and nurturing effects of learning. Besides that,
their achievement can be assessed by various measurements. These allow
teachers to observe the outcomes of their implementation that they have studied
from varied perspectives. Based on Frey, Schmitt, and Allen, multiple
indicators used to assess the authenticity of measurements in learning.6
Therefore, real assignments allow students the freedom in how they will
perform what they have learned.
The most precedence in authentic assessment is the text-based writing
skill. Since the text seemed a meaningful contextual language unit. This
learning is performed on the principle that: (1) the language viewed as text, not
merely the linguistic rules, (2) language is the electing process of the linguistic
4 Jon Mueller, Authentic Assessment Toolbox, 2018,
(http://jfmueller.faculty.noctrl.edu/toolbox/whydoit.htm ). Accessed on 5th July 2019 at 02.45 PM. 5 Ibid. 6 Bruce B. Frey, Vicki L. Schmitt, and Justin P. Allen, Defining Authentic Classroom
Assessment, Practical Assessment, Research & Evaluation, 17, 2012, p. 8.
http://jfmueller.faculty.noctrl.edu/toolbox/whydoit.htm
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form to reveal meaningful ideas, (3) functional language, (4) language as a
means to form human thinking skills, as explained by Kemendikbud.7
Writing skill enhances primary development. Because writing is a
complex skill and it must be trained as a thought process. It needs coherent
sentences in written language, supported by Ambo.8 Additionally, it will be
more visible to mastery of competencies. It appears when the students attempt
to make sense of what they get a singular beam of information. Even the
complexity of writing often found in students writing skill, the teachers provide
an effort to be open-ended on how to reflect their students’ writing. Because it
can identify the levels’ achievement of students’ writing in the learning process.
Besides that, writing ideas can integrate an isolated subject to learning
activities. Teachers demonstrate the students how to engage a new line in
connecting the ideas or thoughts in writing skill. At that point, the students have
to notice what features in their writing. They will discover some experiences of
their life during expressing ideas. While producing the writing, they imagine
the events that require a focus to organize their writing. Furthermore, teachers
can observe the students’ outlines. In this case, the students recognize how to
organize the outline to become a good paragraph. Since the teachers have
explained to them any kind of writing text. It can affect them to enhance their
writing and be able to understand the authentic world topics from the types of
writing.
Authentic assessment in writing concerns on social interactions.9 It
implies that the purpose of making a text can communicate and promote to the
public or audience in measuring the construction of meaning in writing. In other
words, the students will have a good achievement in the learning process. It can
7 Permendikbud No. 65 Year 2013, op. cit., pp. 1-2. 8 Ambo Dalle, “The Effectiveness of Cooperative Learning Model Concept Mapping in
Learning Writing Skill in German Language”, International Conference ADRI-5, Makassar, 2017, p.
516. 9 Sara Cushing Weigle, Assessing Writing, (Cambridge: University Press, 2002), p. 178.
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improve their learning from passive to be active participants in the classroom
activities. So, this assessment can develop on how well the students
comprehend the process of learning in writing.
The application of authentic assessment in writing has two components.
It consists of writing for an audience and writing through genres.10 The design
of authentic writing activity, the teachers demonstrate an example of reading
passage response. Then, they explain to students that their writing will be read
by other students or audiences. While the students choose the relevant topic to
a kind of text in writing. This activity observes the circumstances inside or
outside the classroom. It occurs when teachers involve authentic writing
through genres.
Based on English 2013 Curriculum and syllabus at MAN 1 Kota
Tangerang, teaching writing objectives at tenth grade relates to text learned
such as descriptive text, to describe in an oral and written; announcement text,
to make announcement text with writing from interview in narrative form;
recount text, to write self-experiences and biography; narrative text, to tell the
legends or fairy tales.11 In other words, teaching writing at tenth grade aims to
make and organize various texts attending social functions, structural text, and
language features clearly and appropriate context, the relevant sense.
An impact of focusing on English learning occurs in transferring ideas
and knowledge after revising the curriculum. Sara explained that writing is an
act to plan, revise, edit, and organize the work for communicating what the
readers’ demand.12 So that writing skill becomes the most important skill in
English learning. It can guide the teachers to show the benefits of writing in the
10 Victoria Purcell-Gates, Nell K. Duke, and Joseph A. Martineau, Learning to Read and Write
Genre-Specific Text: Roles of Authentic Experience and Explicit Teaching, Reading Research
Quarterly, 42, 1, 2007, pp. 13-14. 11 Utami Widiati, Zuliati Rohmah, and Furaidah, Buku Guru Bahasa Inggris Kelas X Edisi
Revisi 2017, (Edisi Revisi Jakarta: Kementerian Pendidikan dan Kebudayaan, 2017), pp. vi-viii. 12 Sara, op. cit., pp. 22-23.
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real-world especially interaction outside the classroom. It is based on
Competency-Based (Kompetensi Dasar) that organizes international text
interaction in an oral and short or simple written. So, the application of English
learning is appropriate with this mainly in assessing students writing skill.
Brown finds that performance-based assessments, portfolios, self and
peer assessments are some techniques and instruments in authentic
assessment.13 It means that the application of it requires a scoring rubric as a
source to assess the students writing skill for teachers. It can assist the teachers’
guidance to score their students’ progress, process, and product based on
genuine instruments of assessments.
Other researchers found research relating to authentic assessment.
Based on previous studies, Azim and Khan’s findings, active participation of
teachers and students in the learning process occur for replacing traditional
paper-pencil test to authentic assessment.14 This research was conducted for
that has advantages in the learning process. Also, this study focused on high
order thinking skills and the authenticity of the appraisal to students in the
educational process. It confronts to be a significant headway in student’s
assessment due to be an effective learning process.
However, the observation of the 2013 Curriculum appraisal is necessary
for teachers in finding the problems when authentic assessment applied. Based
on Abna, Alwen, and Ulfia, few teachers do not comprehend this concept. Most
teachers assume that the application of it affects them more challenged.15 These
explained that they should have more practice to comprehend a scientific
process. Afterward, they can elaborate on the learning assessment system and
13 H. Douglas Brown, Language Assessment Principles and Classroom Practices, (San
Fransisco, California: Longman, 2003), pp. 254-270. 14 Sher Azim and Mohammad Khan, Authentic Assessment: An Instructional Tool to Enhance
Students Learning, Academic Research International, 2, 3, 2012, pp. 318-319. 15 Abna Hayati, Alwen Bentri, and Ulfia Rahmi, Analyzing the Issues in the Implementation of
Authentic Assessment in the 2013 Cirriculum, Al-Ta’lim Journal, 24, 1, 2017, p. 54.
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appraisal instruments. This makes them have difficulty in facing the complex
assessments itself.
Besides, implementing this does not run well because of the whole class
and complex procedure and limited understanding of teachers about the 2013
Curriculum, according to Trisanti.16 As regard, the English teachers’
perspective has not performed good management yet in classroom activities.
This case engages them to adjust the quality of teaching in the educational
process based on a scientific process in the authentic assessment. Since the
students will have the possibility to get experience professionally through the
instruments of assessment.
Furthermore, the specification of Al Fama’s finding in Dwi and
Lenggahing prefers to implement authentic assessment in teaching writing. She
finds the influence between knowledge and experience had by teachers when
implementing it. The nature of profound knowledge in this appraisal is the most
essential for teachers. For authentic models are designed to enhance the
students’ quality that relates to a real-world case. Like, interpersonal skills,
ability to solve problems and mentality or outlook. Both can be observed by
teachers to be acquainted with the growth as feedback. These circumstances
achieve the student goals in professional needs due to having a similar
experience in classroom activities.17 So that real design leads to the students to
have skills after teachers gave them feedback.
In this research, the researcher attempts to find facts about the use of
techniques and instruments for teachers in assessing the students writing skill.
Also, the researcher efforts to identify the teachers’ problem in applying the
authentic assessment of students writing skill. Proceeding from the reason
16 Novia Trisanti, “English Teacher’s Perspective on Authentic Assessment Implementation of
Curriculum 2013”, The 61st TEFLIN International Conference, Solo, 2014, pp. 1174-1175. 17 Dwi Rukmini and Lenggahing Asri Dwi Eko Saputri, The Authentic Assessment to Measure
Students’ English Productive Skills Based on 2013 Curriculum, Indonesian Journal of Applied
Linguistics, 7, 2, 2017, p. 263.
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above, the researcher intended to conduct a research entitled “The Application
of Authentic Assessment for Students’ Writing Skill (A Case Study at Tenth
Grade of MAN 1 Kota Tangerang)”.
B. Formulation of the Problems
Based on the background above, the following formulation of the
problems in this research:
1. How does the teacher implement authentic assessment on students
writing skill at the tenth grade of MAN 1 Kota Tangerang?
2. What are the teachers’ problems in applying the authentic
assessment of students writing skill at the tenth grade of MAN 1
Kota Tangerang?
C. The Objective of the Research
Based on the formulation of the problems above, the following objective
of the research:
1. To find facts about the use of techniques and instruments used by
teachers in assessing the students writing skill.
2. To identify the teachers’ problem in applying the authentic
assessment of students writing skill.
D. Limitation of the Problems
This research focuses on the application of authentic assessment for
students’ writing skill at tenth grade of MAN 1 Kota Tangerang. The
formulation of problems is into some points: (1) the facts about the use
techniques and instruments for teachers in assessing the students writing skill.
(2) Teachers’ problem in applying the authentic assessment of students writing
skill.
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E. Significance of the Research
The result of this research is hoped to be useful information for
educational participants.
1. For the students, the tenth grade students at MAN 1 Kota Tangerang,
it will identify the writing skill progress by implementing authentic
assessment in learning activities.
2. For the teachers, the result of this research will be used as an input
in assessing the students’ writing skill in the teaching and learning
process.
3. For the researcher, this research will be used as a source for others
who research the application of authentic assessment for students’
writing skill in the English teaching and learning process.
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CHAPTER II
REVIEW OF RELATED LITERATURE
This chapter discusses the definitions and kinds of authentic assessment,
writing skills, the application of authentic assessment, the characteristics of
authentic assessment, techniques and instruments of authentic assessment used by
the teachers to assess students’ writing skill, and the teachers’ problem in applying
authentic assessment of writing. The last, the reviews of relevant studies.
A. Theoretical Description
1. Authentic Assessment
a. Definitions of Authentic Assessment
The objectives of learning seem the students obtaining a
meaningful performance. It can guide the educational participants to
enhance the specific assessment in subject contents. This leads to
teachers and students perceiving a real-world activity in the educational
process. It means authentic learning represents a design for students. It
can integrate the real application through experiments and experiences.
Those are implemented in the school community.1 On the whole, the
teaching-learning process used an “authentic” word to apply the new
curriculum in the assessment.
Assessment is one of the appropriate techniques. In particular,
the students respond in questions, observe, or produce current words
and structures. This statement supported by Russel that assessment is
planned, performing instructions, settings and students’ observation in
classroom activities.2 It caused teachers scoring from students’ tasks
1 Sarah Pearce, Authentic learning: What, Why and How?, e-Teaching Article, 10, 2016, p. 1. 2 Michael K. Russel and Peter W. Airasian, Classroom Assessment Concepts and Applications
Seventh Edition, (New York: McGraw-Hill, 2012), p. 7.
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unintentionally. Furthermore, authentic assessment is appraisal which
needed in the teaching and learning process of present education.
At the present time, the educational needs focused on
competency uses, or insight integration, skills and attitudes. According
to Gulikers, Bastiaens, and Kirschner asserted that authentic assessment
emphasized the students’ skills measurement. It escorted with
knowledge aspects in a real-world context.3 In other words, the students
focus on their project. On the ground, teachers can provide feedback to
measure their students’ performance. It can engage the students to be
the most powerful producing achievements between knowledge and
skills. This assessment causes them easier to confront the professional
life cases needed rather than using a traditional assessment to measure
their capabilities in classroom activities.
b. Kinds of Authentic Assessment
The variety of forms in authentic assessment showed that the
2013 Curriculum considered the educational process extremely
necessary to boost educational participants qualified. It includes the
following types in assessing the authenticity of language or subject such
as;
1. Observation
Conducting research is necessary to observe the “real-
world” case in order to be sufficient time in analyzing the
phenomenon. Observation is conducted to field more
familiar with anecdotal records and developmental
checklist. According to Gloria, observation is as part of an
assessment cycle deliberating on an ongoing basis. To
3 Judith T. M. Gulikers, Theo J. Bastiaens, and Paul A. Krischner, Perceptions of Authentic
Assessment Five Dimensions of Authenticity, ResearchGate Journal, 2014, p. 5.
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perform the observation must be prepared the 5W+1H
(what, who, where, when, why, and how) questions.4 In
addition, the researcher must look out the types of
observations to conduct the assessment. Following types of
observation being:
a. Anecdotal Records
The teachers can be observed the students such
as significant in written accounts, personal
events and behaviors students. Both are used in
assessing the students’ performance by teachers
to obtain the information clearly and real.5 It
means they have a role in conducting
observations in the classroom. It used to record a
comprehensive range of authentic experiences
objectively and subjectively information.
Table 2.1
Anecdotal Record Form6
No Tanggal Tempat Kejadian Komentar/Interpretasi Saran
Pengamat:…………
Adapted from: M. Ramli, et. al., Sumber Belajar Penunjang PLPG 2017 Mata Pelajaran/Paket
Keahlian Bimbingan dan Konseling BAB II Asesmen Bimbingan dan Konseling, (Kementerian
Pendidikan dan Kebudayaan Direktorat Jenderal Guru dan Tenaga Kependidikan, 2017), pp. 20-21.
4 Gloria Maccow, Everything You Need to Know about Observational Assessment, 2019,
(http://downloads.pearsonclinical.com/videos/EC-Observational-042115/Observational-Assessment-
Webinar-Handout-042115.pdf). Accessed on May 7th 2019 at 11.04 PM. 5 Russel and Airasian, op. cit., p. 216. 6 M. Ramli, et. al., Sumber Belajar Penunjang PLPG 2017 Mata Pelajaran/Paket Keahlian
Bimbingan dan Konseling BAB II Asesmen Bimbingan dan Konseling, (Kementerian Pendidikan dan
Kebudayaan Direktorat Jenderal Guru dan Tenaga Kependidikan, 2017), pp. 20-21.
http://downloads.pearsonclinical.com/videos/EC-Observational-042115/Observational-Assessment-Webinar-Handout-042115.pdfhttp://downloads.pearsonclinical.com/videos/EC-Observational-042115/Observational-Assessment-Webinar-Handout-042115.pdf
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b. Checklists
A written which includes a list of performance
criteria in order to use overtime in diagnosing the
stability, instability, and improvement in
students’ performance. The teachers focus on
specific terms to give the students’ score of their
performance.7
c. Rating Scales
Rating scales have similar to checklist terms, but
rating scales focus on the range of scoring. To
determine the range scoring is setting the
performance criteria as similar to checklist terms.
Besides that, rating scales have common types
just being: numerical, graphic, and descriptive
scales. Numerical scales are a number stance for
pointing on a rating scale. It requires the estimate
or standard in graphic scales to score a position
on a line. Descriptive scales also called scoring
rubrics which have requirements as the rating to
select the different descriptions of real
performance.8
Also, the most important of observation can be
gathered all information in classroom activities by listening
and watching as students’ work and play in order to evaluate
their growth. So, teachers can do an observation on how the
7 Russel and Airasian, op. cit., p. 217. 8 Russel and Airasian, op. cit., pp. 219-220.
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13
students’ practices, their efforts and how they associate with
the work.9
2. Self and Peer Assessments
According to Andrade and Du, reflecting the students,
evaluating their assignments, and their learning including in
a formative assessment process which has purposes for
students and teachers to know the strength and weaknesses
in classroom activities.10 It showed that the educational
process focused on “what”, “how” and “why” the students
to have self-improvement in their learning. Regarding this,
they could have a motivation to reflect on themselves in the
learning. Since they observed themselves to be good for
personal growth at the earliest. It achieved them to have self-
confidence, bravery, and mastery of their personality,
knowledge, and skill. These attempted to analyze the
strength and weaknesses of themselves. These explanations
showed that self-assessment involved the students in the
application. It has engaged successfully in the classroom
learning process.
The key point dimensions of implementing self-
assessment such as affecting the certain attitude and
instructional acts’ impression comprised the self-assessment
presuming; the students have been extensive capability in
prior knowledge even conducting the self-evaluation while
the process of learning.
9 T. Reddy, Assessment Framework for Foundation Phase, (The Foundation Phase Assessment,
2013), p. 38. 10 Heidi Andrade and Ying Du, Student Responses to Criteria Referenced Self-assessment,
Assessment and Evaluation in Higher Education, 32, 2, 2007, p. 169.
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14
Meanwhile, peer assessment in the learning process can
do with one student to other students to reflect together
confidently because of peers. This statement is supported by
de Raadt et al., comparing the work or project to other
students is be able to instigate for evaluation of their
performance, the objective of peer assessment.11 Moreover,
do compare the reviews with students’ involvement in
language learning is the most regular correlating which is
namely peer assessment, as explained by Falchikov.12
Furthermore, this assessment increases cooperative
learning for each student. It is suitable for teachers who are
selecting a collaborative education in class. It can be guided
in understanding behaviors and attitudes appearance. This
case helps the teacher in making a record for students. So, it
can develop the direct involvement of self-students, the
encouragement of autonomy and motivation.
3. Journal and Interview
The main focus of journals is on the expression of
students’ opinions, points of view, experiences, and has
figurative imaginations in writing tasks, products, or
exercises. Meanwhile, to have interactive communication
between a teacher and student does an interview. It is a kind
of conference, but it is a different specification term. The
teachers used an interview for gaining the information of
11 Yuni Pantiwati and Husamah. Self and Peer Assessments in Active Learning Model to
Increase Metacognitive Awareness and Cognitive Abilities, International Journal of Instruction, 10, 4,
2017, p. 187. 12 Nancy Falchikov, Learning Together Peer Tutoring in Higher Education, (London and New
York: RoutledgeFalmer, 2001), p. 2.
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15
students to assess their performance.13 At this point, the
teachers can become better to assess their affective daily,
including terms of learning progress, finding the students’
individual needs and recording a range of student attitudes
assessment.
4. Performance Assessment
Students’ requirements in the assessment are to exhibit
the skills and knowledge by performing a formal
performance. It is used in broad terms for describing
assessment which usually employs multiple choices and
short answer items.14 This implies that the necessity of
students is main to develop objective learning in showing
performance after complete their tasks. Eventually, the
teachers have multiple objectives to encourage their
students’ work for performance-based assessment. For
instance, they scored the students’ work through specific
skills and knowledge. In this matter, the students applied the
performance-based to their skills’ achievement. It can
demonstrate them to observe the items of skill performance.
Moreover, according to Stecher et al. in Hidayati, hand
creation activities are required for students to establish their
capability to do positive actions. Since this assessment can
be made the students having breadth and depth behaviors. It
includes experiments, tasks, projects, or reporting the events
13 Eneng, Syamsiah, Kinkin Susansi, and Nur Via Pahlawanita, Alternative Assessment:
Portfolios, Journals, Interviews, 2014, (https://www.slideshare.net/kinsusansi/alternative-assessment-
portfolios-journals-interviews). Accessed on May 9th 2019 at 08.40 AM. 14 Russel and Airasian, op. cit., p. 201.
https://www.slideshare.net/kinsusansi/alternative-assessment-portfolios-journals-interviewshttps://www.slideshare.net/kinsusansi/alternative-assessment-portfolios-journals-interviews
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16
or presentations.15 Similarly, performance-based can
achieve the students’ writing skill measurement. The
teachers can take a reliable task for writing includes the
topics due to make the students describing themselves how
to create writing to be an actual state. It made them enhance
their imagination in expressing their thoughts. This case can
expand equally in knowledge, attitudes, and skills aspects.
These figurations noticed the teachers when they assessed
their students’ hand-creation based on their abilities.
5. Portfolio Assessment
In a pedagogical sense, reviewing, reflecting, and
improving students’ progress in works in order to drive a
record for learners is the definition of the portfolio.16 This
means that the educational process required the innovative
method due to characterize a different student level. It can
guide teachers’ observation to conduct the student’s
progress, work, and showcase portfolio. More, teachers can
record student learning activities. It assisted them to select
the students who one the best-written works.
In general education, portfolio assessment is necessary
to be an alternative approach in order to the assessment
encouraging. The goals of portfolio assessment are to
heighten the teaching-learning process in language or
subject terms; to bolster the learning quality or generating
quantitative and qualitative learning that is thorough of
15 Nurul Hidayati, The Authenticity of English Language Assessment for the Twelfth Graders
of SMK (Vocational High School) Negeri 4 Surakarta, Premise Journal, 5, 1, 2016, p. 144. 16 Ricky Lam, Portfolio Assessment for the Teaching and Learning of Writing, (Singapore:
Springer Nature Pie Ltd., 2018), p. 2.
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17
assessment instruments.17 Referring to this, the necessity of
students’ improvement can be seen by upgrading the
instrument in scoring the students’ works due to having
multiple purposes of portfolio assessment.
2. Writing Skill
a. Definitions of Writing Skill
Defining of writing has been examined by the experts. Written can
be suitable to name the writing since it makes the person realizing how
to be crucial in historical self-experiences in written language. Even
though self-experiences which already wrote without thoughtfully, it
needed the ideas coming back surrounds the person’s minds. According
to Elbow (cited in Chintya), expressing the ideas, sensations, and
thoughts are a definition of writing.18
Moreover, to the product, the writing should be attended the process.
Based on Ann Longknife in his book, the following writing process:
having a specific mind and deciding the thesis statement, choosing the
method of improvement, increasing the headline, creating the first draft,
preparing for the last draft, last, revising and final.19
Based on the explanations above, briefly, the writer can conclude
that writing, the thoughts which are transferred from the brain onto
notes or paper is developed by experimenting with conferring the
chronological order. Also, writing has a multi-process that comprises
planning, drafting, and complete drafting, revising, and editing to have
conceptual unity. Then, the necessity of motivation from internal and
17 Ibid. 18 Cynthia Laksmi Dewi, Improving Students’ Creativity in Writing Recount Text by Using
Mind Mapping, 12, 2, 2017, p. 130. 19 Ann Longknife and K. D. Sullivan, Easy Writing Skills Step-by-Step Master High-Frequency
Skills for Writing Proficiency – FAST, (New York: The McGraw-Hill Companies, Inc., 2012), p. 5.
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18
external is needed in writing. It can appear in the appreciation in self-
writing for having the sense to produce the writing.
b. Macro and Micro-skill in Writing
To be a star of writing is hard. Because many persons focus on the
product, it does not evaluate the process. To engage the stars of writing
should differentiate between general and specific heads. It will help the
person deciding the smallest and largest of items in writing. In other
words, when developing the writing skill needed the component of
language and other skills in the English language. The component or the
element of language is named micro-skills, meanwhile, other skills in
the English language are called macro-skills.
The following micro-skills stated by Brown such as20 a) the
model of English does graphemes and orthographic; b) the goals in
writing focus on how to create the efficient draft; c) creating the
sufficient diction and formulas of word order; d) using the grammatical
structures that are respectable; e) differentiating of the grammatical
pattern can show the accurate context.
On the other hand, Brown pointed out the following macro-
skills: a) writing discourse is used the cohesive mechanism; b) writing
discourse uses rhetorical mode; c) based on a pattern and aim seems in
reaching the communicative goals of written texts; d) the necessity of
transitions or links in organizing the paragraphs (main idea, supporting
detail, today information, generalization, exemplification); e) literal and
implied content must differentiate when do writing; f) be careful to
transmit the specialized sources in context of writing that relates to
20 H. Douglas Brown, Language Assessment Principles and Classroom Practices, (San
Fransisco, California: Longman, 2003), p. 221.
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19
cultures; g) to appropriate the writing strategies is enjoyable that
expanded by clustering.21
In summary, not only the process of writing but also the
sequences to make accuracy in the written context of the text. Presenting
the component and primary language is supported to raise the writing
skill process. In addition, divided into several heads in writing
concluding this skill cannot be separated from the functions of grammar.
It provides the macro and micro-skills, both have the grammar
materials.
3. The Application of Authentic Assessment of Writing
a. Definition
The hardest of English teaching is applying the English
knowledge, scoring, or performance to promote them in the learning
process. Mostly, if the language is used passively, the learning process
will not be satisfactory in language learning. In that case, the need to
apply authentic materials in language subjects is the most essential. So,
the learning process prioritizes the realistic activities “real-world” in the
classroom. These statements comforted by Richards, comparing and
producing the future in English learning wisely and are actually the
students’ needs.22 In consequence, authentic materials behavior for
students in upgrading the English learning component. It is for teachers
in teaching English excessively.
In other words, it can be called “authentic” if there is a
fundamental to decide the assessment. As pointed out by Guliker, the
21 Ibid. 22 Fauzan Islami Idham, Nadrun, and Darmawan, The Use of Authentic Assessment in English
Writing Skill to the Eleventh Grade Students, e-Journal of English Language Teaching Society (ELTS),
3, 1, 2015, p. 1.
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20
genuineness of assessment has integrated with a real task, physical and
social contexts, the scores, and criteria of it.23 Additional information,
in modeling authentic assessment required the preparation or plan well.
The objective of systematization orders is to achieve this model.
According to Mueller (cited in Idham) explained that likes determining
the standard, selecting the authentic task, deciding the students’
performance criteria, and making a scoring rubric.24
b. Characteristics of Authentic Assessment
Frey has explained nine characteristics of authentic assessment.
He classified them into three main categories such as assessment
context, the students’ role, and scoring. It involves realistic activities or
is called the actual situation in life. In a cognitive aspect, real assessment
is based on projects and complex tasks. Through this, the students
played their roles because they gave chances to inspect and justify their
answers or product. This form is namely formative assessment. In other
words, the assessment is continuous progress during the learning
process or study period. The students must collaborate with workmates
and teachers. In that case, the students can know the criteria that must
be achieved in authentic assessment. They can develop the assessment
criteria based on the tasks. Any instructions and portfolios can be used
to scoring. It enables students to master the performance needed.25
23 Judith T. M. Gulikers, et. al., Authenticity is in the Eye of the Beholder: Student and Teacher
Perceptions of Assessment Authenticity, Journal of Vocational Education and Training, 60, 4, 2008, p.
7. 24 Idham, op. cit., p. 3. 25 Bruce B. Frey, Vicki L. Schmitt, and Justin P. Allen, Defining Authentic Classroom
Assessment, Practical Assessment, Research & Evaluation, 17, 2012, p. 5.
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21
c. Techniques and Instruments of Authentic Assessment Used by the
Teacher to Assess Students’ Writing Skill
The teacher used some techniques and instruments to appraise
three aspects of authentic assessment.
Table 2.2
Estimated the Aspects, Techniques, and Instruments of
Authentic Assessment 26
Aspect Assessment Technique Instrument Forms
Attitude Assessment Teacher observation
Journal
Checklist completed
with rating scale
Field note
Knowledge
Assessment
Written test
Assignments
Essay test
Homework or tasks
individually or
groups
Skill Assessment Project work
Product assessment
Rubric Scoring
Rubric scoring
Table 2.2 showed that teachers implemented three
aspects in the authentic assessment such as attitude, knowledge, and
skill assessments. The first, attitude assessment. It used a checklist,
rating scale and field note as instruments. The scope of this existed
students’ behaviors i.e. teamwork, curiosity, discipline and honesty. To
identify the students who showed the behavior lists, the teacher used a
checklist. It comprises behavior sequences organized in any category
26 Devia Elva Natalia, Abdul Asib, and Diah Kristina, The Application of Authentic Assessment
for Students’ Writing Skill, Journal of Education and Human Development, 7, 2, 2018, p. 51.
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22
Then, to record the students’ etiquette, the teacher used field notes
during the learning process.
Second, the knowledge assessment technique used written-test
and assignments. Essay tests and homework individually or groups are
used as instruments. It conducted to identify the language feature and
function itself. Third, skill assessment. It used project work and product
assessment as techniques. The students appointed to produce the details
text during the process. Then, the teacher used a scoring rubric to
students’ measurements. This is for giving feedback concerning the
quality of students’ projects.
Table 2.3
The Analysis of Rubric Scoring in Writing 27
No Assessment Technique Description
1. Observation
Journal
Rubric scoring is in table form
(holistic rubric)
Field note
2. Written test
Assignments
Rubric using a rating scale
The rubric of discussion
assessment (holistic rubric)
3. Project work
Product
Rubric scoring is in table form
(analytic rubric)
Rubric scoring is in table form
(analytic rubric)
Table 2.3 showed the rubric above based on various assessment
techniques used. The teacher used holistic, analytic rubric and field
notes. Two rubrics include the criteria descriptions that have to be
27 Ibid., p. 52.
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23
learned by students. In holistic, it provides all achievements in single
criteria rubrics or one-dimensional level in the assessment. Then, the
performance descriptions are written in paragraphs and sometimes in
full sentences. Meanwhile, in analytic rubrics has a rating score in each
criterion. It is capable of a teacher in assessing the student achievements
based on some criteria using single rubrics. All achievements with
specific criteria are written in table form. In the lesson plan, a rubric
scoring put at the back with the assessment guidelines.
d. The Teacher’s Problem in Applying Authentic Assessment of
Writing
The two problems found by teachers in the implementation of
authentic assessment for writing. The first, limitation of time between
learning and assessing process at once. Second, the complex procedure
of assessment. The difference between techniques and instruments
conducted to assess various aspects of implementing this.28 Therefore,
teachers’ preparation is necessary for real assessment.
In the beginning, limitation of time between learning and
assessing process at once.29 This situation made teachers having
difficulty to master the whole class since the students’ quantity. It
related to applying an authentic assessment to be limited in the
classroom. Whereas, an assessment must be performed in the learning
process at one time. The claim appeared in student capability and
learning style differences. For confronting the student who gains a late
response in understanding the materials. It evolved into the learning-
teaching process ineffective.
28 Ibid. 29 Fitri Aliningsih and Ahmad Sofwan, English Teachers’ Perceptions and Practices of
Authentic Assessment, Language Circle: Journal of Language and Literature, 10, 2015, p. 21.
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24
Second, the complex procedure of assessment.30 The
circumstance caused many aspects to assess, like behavior, attitudes,
and knowledge. These were assessed based on each indicator of those
aspects. It composed the teachers to be complicated in scoring the
students. Then, they noticed the basic competence and rubric of each
topic, subtopic, and criteria. For that reason, the teachers have a hazard
in applying the authentic assessments with appropriate procedures.
B. Reviews of Relevant Studies
This part explains the previous studies that relate to the research above. It
divided into three points, such as the relevant study of authentic assessment,
writing, and applying authentic assessment in writing.
1. The Relevant Study of Authentic Assessment
Azim and Khan (cited in Siti) claimed that students’ unconscious ability
was the key to implementing the authentic assessment. So, students appreciated
this assessment well. As stated by Muller (cited in Siti), an authentic assessment
represents an assessment that measures, monitors and assesses all aspects of the
learning process. This assessment provided a complex output in the real world.
Such as the alteration and development of activities and the study of learning
inside and outside the classroom.31
Besides that, one of the prime models of alternative assessment is peer-
assessment. As stated by Cheng and Warren32, the role of this assessment is
30 Novia Trisanti, English Teacher’s Perspective on Authentic Assessment Implementation of
Curriculum 2013, The 61st TEFLIN International Conference, Solo, 2014, pp. 1174-1175. 31 Siti Ermawati and Taufiq Hidayat, Penilaian Autentik dan Relevansinya dengan Kualitas
Hasil Pembelajaran (Persepsi Dosen dan Mahasiswa IKIP PGRI Bojonegoro), Jurnal Pendidikan Ilmu
Sosial, 27, 1, 2017, pp. 94-95. 32 Winnie Cheng and Martin Warren, Making a Difference: Using Peers to Assess Individual
Students’ Contributions to a Group Project, Teaching in Higher Education Journal, 5, 2000, pp. 253-
255.
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25
beneficial for students and teachers in the learning-teaching process. Namely,
as student facilitator and guidance to be clear about the performance of students.
2. The Relevant Study of Applying Authentic Assessment in Writing
Carney in Javed, 95% of high school teachers consider that opinion
writing is the most important. Otherwise, 19% decided that was not
predominant. It causes writing assessment having long-time process needs. In
colleges or universities level examined that writing represents laborious
activities and less appreciated. But, it was appreciated by the administration.33
Then, the needs of the rubric monitored the students’ writing and
teachers’ assessment in the writing process inside the classroom. It provides a
description to assist the students’ writing development based on the criteria.
This made beneficial for teachers to assist them in scoring the students’ writing,
as stated by Montgomery.34 At this point, Stevens and Levi stated that the
teachers provided feedback by looking at the description of the rubric that is
considered as effective as a tool to use less time in correcting the students’
work.35
Further information, Montgomery explained that one of the authentic
assessment tools is a rubric. It has detail descriptions or criteria which are
especially to assist the students’ evaluation of processing, progressing and
product in writing.36
33 Muhammad Javed, Wu Xiao Juan, and Saima Nazli, A Study of Students’ Assessment in
Writing Skills of the English Language, International Journal of Instruction, 6, 2, 2013, p. 131. 34 Kathleen Montgomery, Authentic Tasks and Rubrics: Going beyond Traditional Assessments
in College Teaching, College Teaching Journal, 50, 1, 2002, p. 37. 35 Dannelle D. Stevens and Antonia J. Levi, Introduction to Rubrics: An Assessment Tool to
Save Grading Time, Convey Effective Feedback, and Promote Student Learning, (Stylus Publishing,
LLC, 2005), p. 17. 36 Montgomery, op. cit., p. 35.
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26
Nevertheless, the findings of the researcher found that the teachers have
a problem when applying the authentic assessment of students writing skills.
This research supported by Heri, Samsul, and Ariadie. Their research equally
found the teachers have some difficulties in applying the authentic assessment.
They have strengthened the attitude instruments, formulated the indicators,
designed the rubric scoring, and gathered the scores from measurement
techniques. So, the application that is practicable for students’ learning
achievement could not be found by the teachers.37
37 Heri Retnawati, Samsul Hadi, and Ariadie Chandra Nugraha, Vocational High School
Teachers’ Difficulties in Implementing the Assessment in Curriculum 2013 in Yogyakarta Province of
Indonesia, International Journal of Instruction, 9, 1, 2016, pp. 38-42.
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CHAPTER III
RESEARCH METHODOLOGY
This chapter is a description of the research method, the setting, the participants,
the sources of data, the techniques of data collection, the research instruments, the
validity of data, the techniques of data analysis, and the research procedure.
A. Research Method
The primary research was sufficient when the researcher used valid
data, for instance, existing theory to support the arguments. It obtained a robust
new thing which was to find out or to prove a theory. Thus research explains
the application of authentic assessment for students’ writing skills. So, this
research can be classified as a descriptive qualitative approach.
According to Miles and Huberman, qualitative research involved the
participants in a naturalistic setting and using eye-contact intensely. It is
conducted to investigate the social lives of the groups. In analyzing the data is
relied on descriptions. It can be classified using themes, clusters, or codes. This
method used the theoretical reasons and interpretations to gain credible and
trustworthy data.1 It meant that paying attention and grouping preconceptions
about the topic discussion is used to obtain the data from the local perceptions
in-depth. All of them can be redesigned by the researcher to make comparisons
and analyze the construction of the formula. In other words, this method cannot
be unavoidable from the influence of the researcher’s personal. Such as
attitudes, perspectives, and values to interpret the data.
Vickie and Clinton claimed that qualitative descriptive research is the
1 Matthew B. Miles, A. Michael Huberman, and Johnny Saldaña, Qualitative Data Analysis A
Methods Sourcebook Third Edition, (Thousand Oaks, CA: SAGE Publications, 2014), p. 5.
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28
least handicapped research, correlated with other qualitative research, etc. For
instance, phenomenology, grounded theory, and ethnographic represent the
framework of methodology which has a discipline tradition specification.2 This
is an indicator that can make it easier for the researcher to find the symptoms
or problems. For the one is a realistic picture of the activities, reasons, and
interactions that occur in an environmental context as the process progresses.
On that ground, the researcher used descriptive qualitative research to
obtain facts about the implementation of authentic assessment for teachers in
assessing the students writing skills. Also, she identified the teachers’ problem
in applying the authentic assessment of students writing skill. In case, this
research only describes the application of authentic assessment for students’
writing skills at tenth grade of MAN 1 Kota Tangerang. Since the
characteristics of the data patterned qualitative, it uses tools that intend to
comprehend the phenomenon of what is experienced by subjects of the research
such as process, motivation, perceptions and attitudes. Thus, to obtain
comprehensive data, in-depth and provide a valid answer to the problem
investigated the researcher using qualitative research.
As regards the explanations on the top, this research using a descriptive
qualitative method has a purpose to describe in-depth about the application of
authentic assessment for students’ writing skills at tenth grade of MAN 1 Kota
Tangerang in the academic year 2019/2020.
B. Research Setting
1. Location of the Research
The research took place at MAN 1 Kota Tangerang. It conducted in
tenth grade.
2 Vickie A. and Clinton E., Qualitative Descriptive Research: An Acceptable Design, Pacific
Rim International Journal of Nursing Research, 16, 4, 2012, p. 255.
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29
2. Time of the Research
This research conducted in the first semester of the 2019/2020 academic
year. It conducted from 7th until 15th October 2019.
Table 3. 1
Research Schedule
No The
Participants Observation Interview
Name of
Institution
1 Teacher 1
1. 8th October 2019
2. 9th October 2019
3. 14th October 2019
4. 15th October 2019
11th
October
2019 MAN 1
Kota
Tangerang
2 Teacher 2
1. 8th October 2019
2. 11th October 2019
3. 14th October 2019
11th
October
2019
3 Teacher 3 14th October
2019
4 Students of MAN 1 Kota
Tangerang
10th&14th
October 2019
C. Research Participants
This research involved the English teachers and tenth-grade students of
MAN 1 Kota Tangerang in the academic year 2019/2020 to help the research
process to conduct successfully. There are eight classes in tenth grade. And, the
total number of students is 40 students. But the researcher used purposive
random sampling with eight participants in each class (X IPA 1, X IPA 2, X
IPA 3, X IPS 1, X IPS 2, X IPS 3, X Agama 1, and X Agama 2). It aimed to
reveal the specific data based on the statements of the problems in the research.
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30
D. Source of Data
The data source is the data collection techniques which divided into two
parts, such as primary and secondary data sources. Two data are required in this
research, just being:
1. Source of primary data
The primary data source is a source of research data that obtains
the original data. It is taken from a first-hand of the research in the field,
according to Burhan in Abdul.3 It used to have authenticity, objectivity,
and reliability of the data. Sources of primary data in this research the
vice principal of the curriculum and the English teachers at the tenth
grade of MAN 1 Kota Tangerang. The data that was obtained from
English teachers were related to the assessment used in learning by
implementing the 2013 Curriculum concept.
2. Source of secondary data
The secondary data source is a source of research data that will
be conducted by collecting from a diverse source of documents or any
sources to obtaining the data, as stated by Burhan in Abdul.4 Similarly,
it defined that conducts the collecting data of primary data to obtain
strength. In this research, the secondary data source was anything
related to the subject matter in this research, either in the form of
humans or objects (literature, books, documents, or official data).
E. Techniques of Data Collection
The results of the research were gained with the data such as descriptive
qualitative data. Descriptive qualitative data were deducted on the interview,
observation, and documentation. The following explanation of data collection
just as:
3 Abdul Manab, Penelitian Pendidikan Pendekatan Kualitatif, (Yogyakarta: Kalimedia, 2015),
p. 202. 4 Ibid.
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31
1. Interview
The interview method represents a way to obtain a verbal
description from respondents. According to Arikunto, the kinds of three:
(a) unstructured interview, it is just a guideline outlining to be asked,
(b) structured interview, the
interview guide was compiled in detail, so that resembles a
checklist, (c) and semi-structured interviews, the first, interviewer asked
the question that has been structured arrangement, then one by one
deepened with further details. So that, the researcher got the answer that
includes all the variables, with specific details and depth.5
Schools’ principal was the most prominent primary related to
the research, equally English teachers, students, headmaster, etc. who
became the research’s support. The researcher interviewed all of them
based on the necessity. This technique engaged the point of view from
the schools’ principal that was more interested in expanding the
information.
Specifically, the researcher conducted an FGD interview with
students. It means she used a semi-structured interview. It used to
generate the maximum amount of discussion and opinions within a
given time. It helped add meaning and understanding to present
knowledge, or getting at the “why” and “how” of a topic. These required
the researcher to obtain accurate information in presenting the data. So
that, this model was to support the fields studied.
2. Observation
Observation is the key to exploring what occurrences in the
school’s environments. It regarded the condition from the placement
5 Suharsimi Arikunto, Prosedur Penelitian Suatu Pendekatan Praktik, (Jakarta: Rineka Cipta,
2014), p. 270.
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32
that was examined. Then, the researcher took notes to avoid the short
memorable in analyzing the data. She observed two English teachers in
random. For instance, teacher A focused on aspects A and B, and
teacher B focused on C and D. In other words, it can be performed
alternately due to depending on the aspect itself.
In addition, the researcher made a record range of fields. It
achieved comprehensive information. Then, she collected the clear data
– the materials, teaching-learning process that acted in the classroom,
and procedures of evaluation. The researcher conducted from 7th until
15th October 2019. This technique supported the writer in analyzing the
data.
3. Documentation
Using the documents provided to teaching the materials is a key
term in the teaching and learning process. Due to prepare in explaining
the chapters to the students, the English teacher and observer would
carry all documents based on the relation of the research. It included
lesson plans, photos, observation sheets, etc. that relate to the research
needed for the researcher. It guided the researcher to have the clearest
data or authentic information based on the field studied.
F. Research Instruments
The instrument was used to acquire field data in qualitative research,
the researcher itself. This research used the researcher as the primary
instrument. Also, it used an additional instrument as a tool to gain field data.
This was the aspect that observed indicators in authentic assessment. It was
developed in additional instruments such as observation and interview
guidelines.
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33
Table 3.2
Instrument Grids
No Aspects that observed Indicator
1 Knowledge of Authentic
Assessment on the 2013 Curriculum
The Meaning of Authentic
Assessment on the 2013
Curriculum
2 Knowledge of Authentic
Assessment in English Language
Learning
The Meaning of Authentic
Assessment in English
Language Learning
3 Affective Assessment Techniques Observation, self-peer
assessment, journal technique
4 Cognitive Assessment Techniques Written test and Assignments
5 Skill Assessment Techniques Project, product and portfolio
assessment
Table 3.2 described the tool of the instrument used in this research in
the following way: 1) observation guidelines, 2) interview guidelines, and 3)
documentation guidelines.
1. Observation Guidelines
In this research, the observation technique performed to obtain data
about the teachers’ application of authentic assessment. It conducted
in the classroom while learning the process. The researcher
observed the teacher in applying the authentic assessment of the
student writing in class. Observation guidelines used by the
researcher that including:
a) Observation guidelines in applying the authentic assessment
based on attitude assessment techniques to tenth-grade students
at MAN 1 Kota Tangerang.
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b) Observation guidelines in implementing the authentic
assessment based on cognitive assessment techniques in an
English lesson at the tenth grade of MAN 1 Kota Tangerang.
c) Observation guidelines in implementing an authentic assessment
based on skill assessment techniques at the tenth grade of MAN
I Kota Tangerang.
2. Interview Guidelines
In this inquiry, the interview used to obtain the data about the
knowledge of teachers and head of the curriculum and application
of authentic assessment of writing in English lessons. The interview
conducted with English teachers, tenth-grade students and head of
the curriculum. Interview guidelines used by the researcher about
the implementation of real assessment, in such:
a) Interview guidelines for teachers and head of the curriculum
about the knowledge of authentic assessment in English
language learning. Specifically, it was in writing skills.
b) Interview guideline for teachers, head of the curriculum and
students about implementing the authentic assessment based on
attitude, cognitive, and skill assessment techniques.
3. Documentation Guidelines
This was a complement to the use of observation and interview
methods in qualitative research. Documentation of this research
used to record the result of observation data, interviews, and
document analysis. Besides, these used to identify and analyze the
form of assessment from a lesson plan made by head of the
curriculum.
G. Validity of Data
Some standard criteria selected to justify the validity of data. From the
result of this research, the researcher conducted some activities:
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1. Member (participant) checking
Seeking to trustworthiness by checking the descriptions,
categories, concepts or theory produced with the participants for
approval and acceptance.6 A member check represents the process of
verifying the data that was collected by the researcher toward the data
providers. It used the research subjects assigned the result of the
interview. The purposes of member checks were the information that
obtained inappropriately with a source of data or informant.
2. Peer analysis checking
Checking by peers, the acceptability of data analysis to evaluate
the emerging interpretation of the research approach.7 It was conducted
for discussion, the result of the research that was still tentative to student
friends.
H. Techniques of Data Analysis
Data analysis in qualitative research includes data condensation, data
display, and drawing and verifying conclusions.
Figure 3.1 Model Data Analysis of Miles and Huberman8
6 Thomas Harding and Dean Whitehead, Analysing Data in Qualitative Research,
ResearchGate Journal, 2013, p. 155. 7 Ibid. 8 Miles, Huberman, and Saldaña, op. cit., p. 10.
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1. Data Condensation
The process of selecting, focusing, abstracting, and transforming
raw data from the field, definition of data condensation.9 It was like a
form analysis that categorized the data so the conclusion drew and
verified. Also, it worked by making a summary, coding, searching
theme, and writing memos.
In this data condensation, data that the researcher obtained from
observation, interview, and documentation, which were related to the
application of authentic assessment for students’ writing skills at tenth
grade of MAN 1 Kota Tangerang. Further, it focused on what
techniques and instruments used by the teachers in applying the
authentic assessment of writing, then the problems faced by teachers in
applying it.
2. Data Display
After condensing the data, next was to present the data. The
display of data was to deliver information in the form of data that was
compiled with neat, coherent, easy to read and comprehend about an
event in the form of narrative text.10 The data derived from the result of
observation and interview with English teachers, tenth-grade students,
and head of the curriculum and also from documentation study. The
researcher designed everything to combine structured information in a
form that was coherent and easy to reach.
3. Drawing and Verifying Conclusions
Drawing and verifying activities11 were intended, the researcher
was looking for the meaning of data collected by searching for patterns
of relationships, similarities, or differences, the incidences of causal
9 Miles, Huberman, and Saldaña, op. cit., p.8. 10 Ibid. 11 Miles, Huberman, and Saldaña, op. cit., p. 9.
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assumptions. This ambiguity raised the need for drawing conclusions
on the basis of the interpretation or interpretation of data, so it appeared
the structure of the whole idea, which was substantiated of the data.
Conceding that, the researcher compiled the data that obtained
from observation, interview, and documentation systematically then
followed by describing and interpreting how the application of authentic
assessment for students’ writing skill at tenth grade of MAN 1 Kota
Tangerang.
I. Research Procedure
The research collected the data from 7th until 15th October 2019. In the
first week, on Monday, 7th October 2019, the researcher visited MAN 1 Kota
Tangerang to survey the condition and situation there. The researcher requested
permission to the head of the curriculum and instructed me to go to staff
administration. Then, the staff gave me a permission letter. On Tuesday, 8th
October 2019, the researcher got permission and attempted to get in touch with
some participants and prepared a schedule to interview and perform an
observation. Then, the researcher found more information from the participants
by doing an interview and observation. Three activities above conducted from
7th until 15th October. In the second week, on Wednesday until Friday, 16th-18th
October 2019, the data from interviews and observation were analyzed and
reduced. Then, the researcher concluded the data. The last week (third week of
October), the researcher wrote the report of her research.
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CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
A. Research Findings
This chapter presents a description of the research results. The
researcher is intended to answer the statements of the problems that have been
mentioned in this paper. The researcher has gathered the data from
observations, interviews, and document analysis to show the research results on
the application of authentic assessment for the students’ writing skills at MAN
1 Kota Tangerang.
1. Data Description
The research results on the application of authentic assessment for the
students’ writing skills consist of two statements of the problems. The first
problem is the implementation of authentic assessment for teachers in assessing
the writing skill and the teachers’ problem in applying the authentic assessment
at the tenth grade of MAN 1 Kota Tangerang. The data were gathered by using
interviews, observation, and documentation.
a. How does the teacher implement authentic assessment in assessing
the students writing skills at the tenth grade of MAN 1 Kota
Tangerang?
1. The Result of Interview
The interview results were conducted by using open and semi-
structured interview methods, FGD interview. Open interviews were
conducted with two English teachers and the head of curriculum, while
semi-structured interviews were conducted with the students. The FGD
interview is a group discussion with students for complete and
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specific information. The interview involved the head of curriculum,
two English teachers, and eight students. So, the total participants of the
interview were eleven people. The researcher asked some questions to
them that related to the use of techniques and instruments in assessing
the writing skill.
a) Head of Curriculum
In the first open interviews, the researcher asked several
questions regarding the application of authentic assessment to
the head of curriculum. From those questions, he stated that
MAN 1 Kota Tangerang has already applied the authentic
assessment. He thought the authentic assessment was an
assessment based on the fact and the student’s performance. And
when the researcher asked him how the teachers give assessment
criteria and an indicator of attitude achievement to the students,
he stated that the teachers make the instruments by using the
rating scale, in which the score range is one to four.
Then the researcher asked if the teachers share self-
assessment to the students, also if the teachers record in the time
sequences of events. The head of curriculum stated that the
teachers never shared the self-assessment formats to the
students. And also he said that the sequence of events only
recorded by the class and counseling teachers.
The next question the researcher asked the head of
curriculum was how the teachers perform the assessments with
written tests. In response, he mentioned the examples of the
written tests; they were:
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(1) The Preparation of Applying the Authentic
Assessment of Writing Skill at Tenth Grade of MAN
1 Kota Tangerang
The teachers made an instrument, rubric. It has a
range score starting from one until four due to assessing
the student writing. Then, the students were doing the
assignment from English teachers. They commanded
their students to write sentences by points. Then, the