Competency-Based Assessment: Implementation and Its Washback on Teaching English for Frontliner Program of Balai Latihan Kerja Surakarta

PUISI, DIAN (2019) Competency-Based Assessment: Implementation and Its Washback on Teaching English for Frontliner Program of Balai Latihan Kerja Surakarta. Masters thesis, Universitas Sebelas Maret.

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    Abstract

    This study is aimed at finding out the documents used in implementing Competency-Based Assessment, how instructors design the Competency-Based Assessment, how instructors administer Competency-Based Assessment, positive washback(s) of the implementation of Competency-Based Assessment on teaching process, and negative washback(s) of the implementation of Competency-Based Assessment on teaching process in English for Frontliner classroom of BLK Surakarta. This research belongs to case study. It was carried out in English for Frontliner classroom at BLK Surakarta. Three English instructors were selected as the participants through purposive sampling. The sources of data are informants, events, and documents. The interactive model by Miles and Huberman in Sugiyono (2012) was applied to analyze the data. The study revealed that (1) the Competency-Based Assessment documents are Permenakertrans No. 8 Tahun 2014 Pedoman Penyelenggaraan Pelatihan Berbasis Kompetensi, SKKNI, and textbooks. (2) Competency-Based Assessment design involves delivering Buku Informasi and fulfilling Buku Kerja, discussing place and time for the assessment, and applying skill test and questioning as assessment type. (3) Competency-Based Assessment procedure comprises making sure Buku Informasi and Buku Kerja has been delivered, conducting assessment in the agreed place and time, assessing students’ performance, giving feedback during and at the end of assessment activity, reassessing student who is ‘not-yet-competent’, recording and reporting the assessment result. (4) The positive washback includes several aspects: the assessment reinforced the instructors to develop curriculum; the assessment initiated the instructors to add other teaching materials; and, the assessment influenced the instructors to use varied method of teaching. (5) The negative washback contains some aspects: the assessment supported the instructors to narrow the curriculum; the practice of assessment related textbooks were dominant; and, the teaching methods used inclined to the assessment method. Keywords: Competency-Based Assessment, Washback, Teaching English

    Item Type: Thesis (Masters)
    Subjects: L Education > L Education (General)
    P Language and Literature > PE English
    Divisions: Pascasarjana
    Pascasarjana > Magister > Pendidikan Bahasa Inggris - S2
    Depositing User: Aren Dwipa
    Date Deposited: 28 Mar 2019 13:35
    Last Modified: 28 Mar 2019 13:35
    URI: https://eprints.uns.ac.id/id/eprint/43466

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