AUTHENTIC ASSESSMENT IN CURRICULUM 2013 AT AL-AZHAR SYIFA BUDI JUNIOR HIGH SCHOOL IN SOLO: TYPES AND RELEVANCE OF THE IMPLEMENTATION, AND ITS WASHBACK TO TEACHING AND LEARNING PROCESS (A Case Study)

PUTRI, NI MADE ANGGI ARLINA (2017) AUTHENTIC ASSESSMENT IN CURRICULUM 2013 AT AL-AZHAR SYIFA BUDI JUNIOR HIGH SCHOOL IN SOLO: TYPES AND RELEVANCE OF THE IMPLEMENTATION, AND ITS WASHBACK TO TEACHING AND LEARNING PROCESS (A Case Study). Masters thesis, Universitas Sebelas Maret.

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    Abstract

    ABSTRACT Ni Made Anggi Arlina Putri, S891508028, 2017. “Authentic Assessment in Curriculum 2013 at Al-Azhar Syifa Budi Junior High School in Solo: Types and Relevance of the Implementation, and Its Washback to Teaching and Learning Process (A Case Study)”. A Thesis. First Consultant: Prof. Drs. Riyadi Santosa, M.Ed, Ph.D; Secod Consultant: Dra. Dewi Rochsantiningsih, M.Ed, Ph.D; English Education Department, Graduate Program, Sebelas Maret University. This research is aimed at: (1) identifying types of authentic assessment used in assessing the seventh grade students; (2) identifying relevance of the implementation of authentic assessment; and (3) describing how authentic assessments affects teaching-learning process. This study is a qualitative case study conducted in Al-Azhar Syifa Budi Junior High School Surakarta. The population is two English teachers who teach the seventh grade. Data of the research were collected through observation, interview and teaching learning documents and were analyzed by using interactive model of Miles and Huberman. Findings of this research are: (1) The types of authentic assessment used by teachers are performance test: role play, retelling story, speech, writing sample; project & exhibition; portfolio; discussion & presentation; and observation; (2) most of the designing authentic assessment stages done by teachers are relevant with the Indonesian Minister of National Education number 23 year 2016 in term of designing process, implementation process, and evaluation. The teachers almost have complete documents needed such as syllabus, lesson plan, and instrument tools; though not all assessment types have complete assessment tools; (3) The washback dealing with the implementation of authentic assessment is found in teacher, student, and teaching content. The effects of authentic assessment implementation found in teacher and teaching content are motivating teachers to be more skill full in teaching, modifiying and adding some information related to the topic in teaching material. Nevertheless, the administration of assessment demanded by the government is found as the negative washback since it makes teachers feel overburdened and stressful. Moreover, the washback of authentic assessment also occured in students such as encouraging students to be more active, confident, and also increased their English skill. The findings of the research show that the relevant assessment implementation strongly shapes the positive washback in teaching-leaning process. For that reason, the English teachers are expected to extend their creativity and dedication to the quality of authentic assessment used. Increasing a good coordination among the teachers to create more effective assesment management is suggested for making authentic assessment approriate and perfect. Keywords: assessment, authentic assessment, curriculum 2013, washback of authentic assessment

    Item Type: Thesis (Masters)
    Subjects: P Language and Literature > PE English
    Divisions: Pasca Sarjana
    Pasca Sarjana > Magister
    Pasca Sarjana > Magister > Pendidikan Bahasa Inggris - S2
    Depositing User: Fransiska Meilani f
    Date Deposited: 09 May 2017 15:00
    Last Modified: 09 May 2017 15:00
    URI: https://eprints.uns.ac.id/id/eprint/33797

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