TEACHERS’ BELIEFS ABOUT AUTHENTIC ASSSESSMENT
IN CURRICULUM 2013
A THESIS
Submitted as a Partial Fulfillment of the Requirements
for the Degree of Master of Humaniora (M.Hum) in English Language Studies
by
Lucia Etri Indriani
126332022
The Graduate Program in English Language Studies
Sanata Dharma University
Yogyakarta-Indonesia
2017
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vi
ACKNOWLEDGEMENTS
First and foremost, I would like to bestow my deepest gratitude to Jesus
Christ for His blessing, for His guidance, for the spirit and for the strength He has
given that I finally could finish my thesis. I also thank him for helping me to get
through one of my hardest times.
I sincerely thank to my thesis advisor Dr. B. B. Dwijatmoko, M.A. for all
his continuous supervision, suggestions, feedback, help, support, and
encouragement during the process of writing my thesis. My gratitude is also
addressed to F.X. Mukarto, Ph. D. and Dr. E. Sunarto, M. Hum. as my thesis
reviewers for all suggestions and feedback. I would also like to thank Paulus
Sarwoto, Ph. D., Dr. J. Bismoko, Dr. Novita Dewi, M.S., M.A. (Hons), and all
KBI lecturers for all guidance during my study in KBI. I am thankful for all the
knowledge and experiences I learn from them during my study. Furthermore, my
gratitude also goes to Pak Heru, Pak Yudi, Bu Ismi, Pak Asrori, Bu Win, and all
English teachers of SMA 1, SMA 3, and SMA 8 who helped me during the
process of collecting data.
I present this accomplishment to my beloved parents, Fx. Masdjono and Y.
Umiyati, my brother, Yohanes Budi Suryanto, and my sister, Christina Eva
Nuryani. I am thankful for their endless love, supports, prayers, and
encouragements. They are my biggest motivation and inspiration to finish my
study and to get through my hard times. I would also like to thank Budi S. Gemax
and Maria Magdalena Suryani for the support and help they gave me. I am also
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
vii
grateful for having great times with my nephew, Benedicto Wibisana Bintang
Nuswantara, and my niece, Thresia Kinanthi Cita Suryoutami.
I truthfully would like to thank my big family: Nining, Christy, Novi, Desi,
Erlin, Banu, Hawa and others for always supporting and encouraging me. My
gratitude also goes to all my KBI friends, Sophie, Putri, Boti, Agnesia Lodhong,
Mbak Elis, Diksita, Mbak Ririn, Mbak Rina, Delfin, and others for laughter, tears,
and willingness to share happiness and sadness. I am very grateful for having their
support during my hard times. I would also like to thank Mrs Jeanic, Mr Edo, Pak
Nanang, and other Seaman family members for the past two years we have shared
together.
Lastly, I would like to apologies to those I could not mention by names for
their prayers, support, and kindness during this time. May God bless them all.
Lucia Etri Indriani
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
viii
TABLE OF CONTENTS
Page
TITLE PAGE ................................................................................................. i
ADVISOR’S APPROVAL PAGE ................................................................. ii
DEFENSE APPROVAL PAGE ..................................................................... iii
STATEMENT OF ORIGINALITY ............................................................... iv
LEMBAR PERNYATAAN PUBLIKASI .......................................................... v
ACKNOWLEDGEMENTS ........................................................................... vi
TABLE OF CONTENTS ............................................................................... viii
LIST OF FIGURES........................................................................................ x
LIST OF TABLES ......................................................................................... xi
LIST OF APPENDICES ................................................................................ xii
ABSTRACT ................................................................................................... xiii
ABSTRAK ....................................................................................................... xiv
CHAPTER I. INTRODUCTION
A. Research Background ............................................................................... 1
B. Problem Identification .............................................................................. 5
C. Problem Limitations ................................................................................. 6
D. Research Questions ................................................................................... 7
E. Research Objectives .................................................................................. 7
F. Research Benefits ..................................................................................... 8
CHAPTER II. LITERATURE REVIEW
A. Theoretical Review ................................................................................... 9
1. Teachers’ Beliefs .................................................................................. 9
a. The Nature of Teachers’ Beliefs ..................................................... 10
b. Areas of Teachers’ Beliefs .............................................................. 12
2. Authentic Assessment ........................................................................... 13
a. Definition......................................................................................... 15
b. Characteristics of Authentic Assessment ........................................ 18
c. Authentic Assessment Forms .......................................................... 20
1) Performance Assessment............................................................. 20
2) Portfolio ....................................................................................... 22
3) Self-Assessment .......................................................................... 23
4) Observations ................................................................................ 24
d. Authentic Assessment in Curriculum 2013 ..................................... 25
1) Attitudes ...................................................................................... 26
2) Knowledge .................................................................................. 27
3) Skill ............................................................................................. 29
B. Review of Related Research Studies ........................................................ 31
C. Theoretical Framework ............................................................................. 32
CHAPTER III. METHODOLOGY
A. Research Method ...................................................................................... 36
B. Data Collection Instruments ..................................................................... 37
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
ix
1. Questionnaire ........................................................................................ 37
2. Interview Guideline .............................................................................. 38
C. Sources of Data ........................................................................................ 39
D. Data Gathering .......................................................................................... 39
E. Data Analysis ............................................................................................ 40
F. Triangulation ............................................................................................ 41
CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION
A. Findings .................................................................................................... 42
1. Roles of Authentic Assessment ............................................................ 43
2. Benefits of Authentic Assessment ........................................................ 51
3. Opinion about Authentic Assessment ................................................... 55
4. Assessment Tools ................................................................................. 59
B. Discussion ................................................................................................. 60
1. Roles of Authentic Assessment ........................................................... 60
2. Benefits of Authentic Assessment ........................................................ 73
3. Opinion about Authentic Assessment ................................................... 77
4. Assessment Tools ................................................................................. 84
CHAPTER V. CONCLUSIONS, IMPLICATIONS, AND
RECOMMENDATION
A. Conclusions ............................................................................................... 86
B. Implications .............................................................................................. 89
C. Recommendation ...................................................................................... 89
REFERENCES ............................................................................................. 91
APPENDICES .............................................................................................. 96
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
x
LIST OF FIGURES
Figure 2.1 Framework of Teachers’ Beliefs .................................................. 35
Figure 4.1 Mean Distribution: Understanding about the Role of Authentic
Assessment .................................................................................... 45
Figure 4.2 Mean Distribution: Understanding about the Benefits of Authentic
Assessment .................................................................................... 52
Figure 4.3 Mean Distribution: Opinions about Authentic Assessment ......... 56
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xi
LIST OF TABLES
Table 3.1 Coding for Interview ...................................................................... 40
Table 4.1 Questionnaire Result: Understanding about the Role of Authentic
Assessment .................................................................................... 44
Table 4.2 Questionnaire Result: Understanding about the Benefits of Authentic
Assessment .................................................................................... 51
Table 4.3 Questionnaire Result: Opinions about Authentic Assessment ....... 55
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xii
LIST OF APPENDICES
Appendix 1 Questionnaire.............................................................................. 97
Appendix 2 Questionnaire Result .................................................................. 99
Appendix 3 Interview Guideline .................................................................... 100
Appendix 4 Interview Transcription and Coding........................................... 101
Appendix 5 Permission Letter ........................................................................ 124
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiii
ABSTRACT
Indriani, L. E. (2017). Teachers’ Beliefs about Authentic Assessment in
Curriculum 2013. Yogyakarta: English Language Studies Graduate Program
Sanata Dharma University
Teachers’ beliefs influence significantly the way teachers think, act, and
behave. There are several areas of beliefs teachers hold, one of them is beliefs
towards assessment. Schools in Indonesia apply curriculum 2013 which require
teachers to use new forms of assessment namely authentic assessment. This study
is aimed at finding out the beliefs teachers hold about authentic assessment
applied in curriculum 2013.
This mixed-method study was conducted in three high schools in
Yogyakarta. Thirteen English teachers from those schools were given
questionnaire. The interviewees were three teachers selected from the thirteen
teachers, one from each school.
From this study, it was found that teachers hold beliefs that authentic
assessment is practical since the rubrics are already provided by schools where
they work. Authentic assessment is also applicable for today’s teaching and
should replace traditional assessment because assessment tools such as tests only
measure students’ cognitive aspects. Furthermore, by using authentic assessment
tools teachers are able to gain information about students’ strengths, weaknesses,
and learning achievement as well as determining students’ skills and knowledge.
Teachers also believe that authentic assessment promotes students’ development
not just language skills but also soft skills. By using authentic assessment,
students are more motivated to learn especially when the materials and activities
are interesting. Authentic assessment can promote higher order thinking process
since it gives stimulation to students in order to have deeper learning. Learning is
a continuous process; hence, authentic assessment provides opportunities for
teachers to assess students’ learning process. Teachers believe that authentic
assessment provides meaningful and challenging tasks for students. Students are
also required to integrate their skills and knowledge to deal with problems they
find during the process of learning. Teachers also hold belief that by using
authentic assessment, they can evaluate their teaching. This research also found
several assessment tools used by teachers in their classroom such as observation,
portofolio, presentation, oral reports, projects, experiments, self-assessment, and
peer-assessment.
Keywords: teachers’ beliefs, authentic assessment, curriculum 2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
xiv
ABSTRAK
Indriani, L. E. (2017). Teachers’ Beliefs towards Authentic Assessment in
Curriculum 2013. Yogyakarta: English Language Studies Graduate Program
Sanata Dharma University
Keyakinan guru sangat berpengaruh terhadap cara guru berpikir, bertindak,
and bersikap. Ada beberapa area keyakinan yang dimiliki guru, salah satunya
adalah keyakinan tentang penilaian otentik. Sekolah-sekolah di Indonesia
menggunakan kurikulum 2013 yang mengharuskan guru menggunakan bentuk
penilaian yang baru yaitu penilaian otentik. Penelitian ini bertujuan untuk
mengetahui keyakinan yang dimiliki guru terhadap penilaian otentik pada
kurikulum 2013.
Penelitian yang menggunakan metode campuran ini dilakukan di tiga SMA
di Kota Yogyakarta. Tiga belas guru Bahasa Inggris dari tiga sekolah menengah
atas di Kota Yogyakarta diberikan kuesioner. Guru yang diwawancarai dipilih
dari tiga belas guru tersebut, satu dari setiap sekolah.
Dari penelitian ini ditemukan bahwa guru mempunyai kepercayaan bahwa
penilaian otentik itu praktis karena rubrik penilaian sudah disediakan oleh sekolah
tempat mereka bekerja. Penilaian otentik juga bisa diaplikasikan untuk
pembelajaran masa kini dan sebaiknya digunakan untuk menggantikan penilaian
tradisional karena alat penilaian seperti test hanya menilai aspek kognitif. Selain
itu, dengan menggunakan alat penilaian otentik, guru mampu memperoleh
informasi tentang kekuatan, kelemahan, and pencapaian belajar siswa dan juga
menentukan ketrampilan dan pengetahuan siswa. Guru juga percaya bahwa
penilaian otentik mendorong perkembangan siswa tidak hanya ketrampilan bahasa
tetapi juga soft skill. Dengan menggunakan penilaian otentik, siswa akan lebih
termotivasi untuk belajar terutama ketika materi dan aktivitasnya menarik.
Penilaian otentik bisa mendorong proses pemikiran yang lebih tinggi karena
memberikan stimulasi kepada siswa untuk belajar lebih dalam. Belajar adalah
proses yang berkelanjutan sehingga penilaian otentik memberikan kesempatan
kepada guru untuk menilai proses belajar siswa. Guru percaya bahwa penilaian
otentik memiliki tugas yang penuh arti dan menantang untuk siswa. Siswa juga
diharuskan untuk mengintegrasikan ketrampilan dan pengetahuan untuk
menyelesaikan masalah yang mereka temui selama proses belajar. Guru juga
mempunyai keyakinan bahwa dengan menggunakan penilaian otentik, mereka
dapat mengevaluasi pengajaran mereka. Penelitian ini juga menemukan beberapa
alat penilaian yang digunakan guru di kelas yaitu observasi, portofolio, presentasi,
pelaporan lisan, proyek, eksperimen, penilaian diri, dan penilaian berpasangan.
Kata kunci: keyakinan guru, penilaian otentik, kurikulum 2013
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
1
CHAPTER I
INTRODUCTION
A. Research Background
Education is, undeniably, one of the most important factors which affect a
country’s. Indonesian government puts education in concern since they expect the
products of education bring Indonesia to develop further. One of the attempts to
produce good learning outcomes is by evaluating the curriculum periodically in
order to develop the quality of education in Indonesia. High demand on qualified
human resources causes the adjustment and modification of the curriculum in
Indonesia. The Asean Free Trade Area (AFTA) is also one of the reasons for
Indonesian to prepare graduates to compete nationally and globally. The Asean
Economic Community (AEC) is also one of the challenges Indonesia government
should deal with. Hence, with the new curriculum, curriculum 2013, Indonesia is
able to create qualified human resources to compete with other countries
especially in ASEAN.
Curriculum 2013 is the development of the previous curriculum which is
curriculum 2006 or Kurikulum Tingkat Satuan Pendidikan (KTSP). Curriculum
2013 emphasizes on the use of scientific learning approach which requires
teachers to change from teacher-centred learning to student-centred learning.
Scientific learning approach is a learning process which underlines scientific
approach to help students solve problems through a series of inquiry activity
which demands students to think critically, creatively, and to communicate in
order to gain understanding (Abidin 2014). Similarly, Kuhlthau, Maniotes, and
Caspari (2007 as cited in Abidin 2014) argue that scientific learning includes
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
2
process such as identifying problems, presenting hypotheses, collecting data,
analysing data, and making conclusion. Using scientific approach students are
expected to be able to observe, ask, try, process, and communicate to gain
knowledge on certain subject (Nasution 2013). The scientific model stated in
curriculum 2013 requires students to learn through five steps which are observing,
questioning, experimenting, associating, and communicating a problem.
Moreover, curriculum 2013 emphasizes on the use of authentic assessment.
Authentic assessment implemented in curriculum 2013 is developed to encourage
students to apply their knowledge in real-life contexts (Wiggins 1989 in Mazarno,
Pickering, & McTighe 1993; Hambleton, 1996). Similarly, O’Malley & Pierce
(1996: 4) describes authentic assessment as an evaluation process that “involves
multiple forms of performance measurements reflecting the students’ learning,
achievement, motivation, and attitudes on instructionally-relevant classroom
activities”. Authentic assessment is used to measure students’ attitude, skills, and
knowledge as result of learning (Kosasih 2014). Authentic assessments measure
students’ capability to perform the competencies in real world and to give
stimulation to students to have deeper learning and develop their professional
skills (Gulikers 2006; Gulikers, Bastiaens, & Kirschner 2004). Based on
Education Minister Issue No. 66 2013, authentic assessment is defined as an
assessment which is conducted comprehensively in order to assess learning input,
learning process, and learning output. It is in line with the goal of assessment
which is “the acquisition of high-order thinking processes and competencies
instead of factual knowledge and basic skills” (Gulikers, Bastiaens, & Kirschner
2004: 67). Authentic assessment is carried out during the learning process.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
3
Teachers can observe, interview, and question students while the learning process
are taking place. The implementation of authentic assessment has positive
influence on students learning and motivation (Herrington & Herrington 1998 as
cited in Gulikers, Bastiaens, & Kirschner 2004). Authentic assessment combines
“teachers’ teaching, students’ learning activities, motivation and engagement of
learner, as well as learning skills” (Aini, Hadisaputri, & Arsita 2015: 2). In 2104,
Education Minister issued a new regulations number 104. In this regulation,
authentic assessment is defined as forms of assessment which require students to
perform attitudes, use knowledge and skill they obtained from process of learning
in real-life contexts.
Curriculum 2013 expects teachers to use portfolio to assess students and to
encourage students to do self-assessment. Education Minister issues a regulation
No. 66 2013 which requires teachers to assess three aspects of learning namely
attitudes, knowledge, and skills. Based on the regulation, observation, self-
assessment, peer-assessment, and journal can be applied to assess students’
attitudes. Assessing students’ knowledge, using written test, oral test, and
assignment are recommended. Assessing learning skills can be done through
practice test, portfolio, and projects. Performance assessment, portfolio, self-
assessment, and observations are forms of authentic assessments (O’Malley &
Pierce 1996). Journals, practical work, exhibitions, projects, presentations,
discussions, interviews, observations, and peer-assessment are examples of
assessment tools which can be used in assessing students.
Authentic assessment tools such as presentation, project, oral reports, and
portfolio have been introduced in curriculum 2004. However, teachers do not give
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
4
special attention to it yet. Traditional assessments such as tests are teachers’
favourite since they are easy and simple in terms of analysing students’ score.
Traditional assessments, however, cannot be used to gather information about
what and how the students learn (Resnick & Klopfer 1989 in O’Malley & Pierce
1996). Authentic assessment provides complete description of students’
performance, growth, and progress (Van Wyk & Carl 2010).
Using authentic assessment is demanding and time-consuming since
teachers are required to assess students during the learning process. It is a
complex and demanding process (Aini, Hadisaputri, & Arsita 2015). It requires
teachers to consider assessments techniques which are suitable for their
classroom. However, many teachers find difficulties in implementing authentic
assessment in curriculum 2013. The difficulties are related to the development of
instrument for assessing attitudes, the criteria for grading, the rubric to assess
skills, the integration of scores from different assessments, and the description of
the result of students’ learning (Retnawati, Hadi, & Nugraha 2016). Those
problems emerge as a result of the lack of teachers’ understanding of curriculum
2013.
This research strives to explore the teacher beliefs about the implementation
of authentic assessment. Teachers’ belief of authentic assessment is essential since
belief influences not only how teachers perceive and develop the assessment but
also affect their future behaviour towards the assessment (Gulikers 2006).
Teachers’ beliefs become important since they are closely related to teachers’
strategies to cope “with challenges in their daily professional life and to their
general well-being, and they shape students’ learning environment and influence
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
5
student motivation and achievement” (OECD, 2009: 89). Hence, teachers’ beliefs
are important since it constructs their understanding on authentic assessment and
influences their teaching practices.
B. Problem Identification
The information teachers gain from authentic assessment are essential for
evaluating students learning since it provides comprehensive description of
students’ learning process. The use of authentic assessment has appeared in the
previous curriculums. In curriculum 2004 in which competencies are the focus of
curriculum development, teachers require to assess their students using several
authentic assessment tools such as presentation, project, oral report, story-telling,
and peer-assessment. Similarly, curriculum 2006 also includes the use of authentic
assessment in developing assessment. However, in those two curriculums, tests
are still the main source for determining the success of students’ learning process.
In English language learning, the use of authentic assessment is essential
since it supports the purposes of assessment in English language learning which
are for screening and identification, placement, reclassification, monitoring
students’ progress, program evaluation, and accountability (O’Malley & Pierce
1996). Hence, authentic assessment helps teachers to accomplish the purposes of
assessment in language learning. Portfolios, projects, oral tests, journals, and
observations can be the source for teachers to determine students’ learning
progress. The use of authentic assessment also improves students’ learning and
allows teachers to review their teaching (Azim & Khan 2012; Aini, Hadisaputri,
& Arsita 2015).
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
6
Meanwhile, many teachers find using authentic assessment is complex and
demanding since it needs more effort from teachers especially when it comes to
the end of the semester. Using authentic assessment teachers are required to
design their own assessment, determine scores and grades, and report students’
learning progress to their parents. Many teachers may perceive that using
authentic assessment are exhausting and tiring. Hence, it is important that teachers
have sufficient knowledge of the importance of authentic assessment which may
influence their beliefs towards the implementation of authentic assessment.
C. Problem Limitations
Education and experience form teachers’ beliefs Johnson (1994 in
Mohamed 2006). It influences the way teachers teach and conduct the learning
process (Fives & Buehl 2012; Lederman 1992; Wilson & Cooney 2002 in Skott
2015). What a person believes influences his perception and behaviour
(Mohamed, 2006). Thus, teachers’ beliefs construct their perception and
behaviour towards learning and teaching which may affect the success of teaching
and learning in the classroom.
Hence, this research tries to find out what teachers’ perception, thoughts,
and behaviour towards the implementation of authentic assessment. The
participants are teachers who have implemented curriculum 2013 and authentic
assessment in their classrooms since 2013. They teach at several schools where
this curriculum was piloted.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
7
The participants’ perception and thoughts towards authentic assessment are
explored. As teachers, participants have their own beliefs about how they
implement and develop authentic assessment in their classrooms. This research
focuses on what the participants understand about authentic assessment and how
they perceive the use of authentic assessment.
D. Research Questions
The questions addressed in this study is What beliefs do teachers hold about
authentic assessment in curriculum 2013?
E. Research Objectives
This study’s objective is to know what beliefs teachers hold about authentic
assessment in curriculum 2013. In order to understanding about teachers’ beliefs,
it is important to explore what values and assumptions teachers have about
authentic assessment. Beliefs affect perception and later it influences how a
person processes new information (Nisbett & Ross 1980 in Mohamed 2006).
What teachers know and understand about language teaching and learning is
influenced the way they conduct and manage learning.
Therefore, the writer expects that the teachers understand the importance of
authentic assessment with the intention of gaining more information about
students’ learning process. This study also attempts to know what assessment
tools the participants employed in their classroom and how they employ them for
assessing students.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
8
F. Research Benefits
This research is expected to give significant influences on students’ learning
process especially related to the use of authentic assessment. The descriptions and
assumptions about the use of authentic assessment hopefully provide meaningful
information for teachers and future teachers on how they form their beliefs and
understanding on the issue. For English language teachers, this study provides
significant information which may help them to understand the use of authentic
assessment in the classroom.
Furthermore, it is expected that the result of this study is useful for future
researchers who want to conduct research on authentic assessment. How teachers
perceive and understand the issue will significantly influence the teaching and
learning process. Therefore, what teachers believe about authentic assessment will
influence students’ learning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
9
CHAPTER II
LITERATURE REVIEW
This chapter is intended to review some theories related to the issue of the
study and to formulate the theoretical framework. For this reason, the researcher
divides this chapter into three major sub-headings, namely theoretical description,
review of related research reports, and theoretical framework. The theoretical
description provides the theoretical review of the issues, review of related research
reports provides review of relevant studies, whereas the theoretical framework
explains the thread of the theories to formulate the orientation of the study.
A. Theoretical Review
In this part, there are descriptions of several theories supporting this study.
The theories described in this part are the theories of teachers’ beliefs and
authentic assessment
1. Teachers’ Beliefs
Understanding teachers’ beliefs is one of points of teaching. Teachers’
beliefs have essential effects on teaching and learning since it is related to
teachers’ personal views and values of teaching. Thus, it is important to
understand the nature of teachers’ beliefs.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
10
a. The Nature of Teachers’ Beliefs
Belief influences the way people act, think, and behave. It is a variable
which differs individual (Ellis 2008). Belief is the most valuable construct in
teacher education (Pintrich 1990 in Zacharias 2003). How people construct their
judgements and evaluation about themselves and the environment around them is
influenced by the beliefs they hold (Dilts 1999 in Zacharias 2003). Belief is a
value which influences someone’s performance and action (Taylor 2003 in
Puspitasari 2013). It is an instrument which is used to define tasks and behaviours
(White 1999 in Puspitasari 2013). Similarly, Johnson (1994 in Mohamed 2006)
argues that beliefs are products of a person’s education and experience. As for
Pajares (1992: 309), he describes belief as:
attitudes, values, judgments, axioms, opinions, ideology, perceptions,
conceptions, conceptual systems, preconceptions, dispositions, implicit
theories, explicit theories, personal theories, internal mental processes,
action strategies, rules of practice, practical principles, perspectives,
repertories of understanding, and social strategy, to name but a few that
can be found in the literature
Pajares (1992) also proposes the synthesis of beliefs. First, new beliefs are
usually weak and easy to change. Second, beliefs are self-perpetuates, static, and
not easy to change. Third, all the beliefs that people acquire through cultural
transmission process are developed in a system. Fourth, people’s behaviour helps
them to prioritize beliefs. Fifth, perception and behaviour are influenced by
beliefs. Sixth, in the critical role of beliefs are defining behaviour and organizing
knowledge and information. Nespor (1987 as cited in Pajares 1992) states that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
11
belief is stronger than knowledge since it has stronger affective and evaluative
components.
Teachers hold certain beliefs which significantly influence their teaching
principle. It is part of teacher cognition. Teacher cognition is described as “what
teachers know, believe, and think” (Borg 2003: 81). Beliefs are derived from
practice, personality factors of teachers, teachers’ educational factors, research-
based evidence, and principles as a result of an approach and method (Richards &
Lockhart 1994). Richards (1996) argues that beliefs are maxims which teachers
use to plan and maintain order and discipline in the classroom. Maxims are also
developed by teachers in involving, encouraging and motivating learners, and
empowering learners. Furthermore, maxims are described by Richards (1996)
below.
Maxims are the outcomes of teachers’ evolving theories of teaching
which reflect teachers’ individual philosophies of teaching, developed
from their experience of teaching and learning, their teacher education
experiences, and from their own personal beliefs and value system
(Richards 1996: 293)
Teachers’ beliefs are important for teachers since they play critical role in
defining teaching tasks and organizing the knowledge and information (Nespor
1987 in Zacharias 2003). What teachers do in the classroom is determined by their
knowledge and beliefs about teaching, subject matter, and learners (Rokeach 1969
in Skott 2015). Teachers’ beliefs influence students’ development and teachers’
teaching (Doyle 1997 in Tolbert 2006). What teachers plan and do in the
classroom are the result of their beliefs on teaching and learning.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12
b. Areas of Teachers’ Beliefs
Calderhead (1996) proposes five areas of teachers’ beliefs. They are
described below.
1) Beliefs about learners and learning. The way teachers interact with their
students and proceed towards learning tasks are influenced by the
assumptions teachers make. Teachers’ judgements of students and
students’ behaviour toward them are influenced by various features
students have (Levine & Wang 1983 in Calderhead 1996)
2) Beliefs about teaching. It is related to beliefs teachers hold about
teaching purposes. Teachers’ beliefs about teaching are usually formed
early when they were students teachers and may change when they have
more teaching experiences.
3) Beliefs about subjects. Each teacher has their own belief towards subject
area they teach so they can perform tasks effectively.
4) Beliefs about learning to teach. Student teachers usually have beliefs
about their professional development and how they learn to teach. On
the other hand, experienced teachers have restricted and simple
explanation. Hence, the beliefs about learning to teach that student
teachers hold affect the way they approach professional learning and
aspect of their pre-service program (Calderhead and Robson 1991 in
Calderhed 1996)
5) Beliefs about self and the teaching role. High level of personal
involvement is required in teaching. Teachers’ value and personality
plays important role in establishing relationship with students I order to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
13
maintain students’ interests and develop productive working
environment.
2. Authentic Assessment
Generally, there are two types of assessment, formative and summative
assessment. Formative assessment is assessment which is “carried out during the
learning process as an intervention that is designed to encourage further learning
and change” (Fulcher & Davidson 2007: 372). Formative assessment associates
with feedback which teachers give to students which may be helpful for students
to improve their performance (Harmer 2007). Formative assessment may result in
changes and development in students’ performance. Students’ oral and written
performance can be assessed using formative assessment. On the other hand,
summative assessment is “assessment which is conducted at the end of a program
of study to assess whether and how far individuals or groups have been
successful” (Fulcher & Davidson 2007: 376). Summative assessment is usually
used for a one-off measurement and conducted to round things off (Harmer 2007).
Summative assessment is usually in the form of tests and exams.
Authentic assessment, moreover, has also been called as alternative
assessment and has been broadly used to replace summative assessment which is
considered to be ineffective. Summative assessment, which usually comes in the
form of tests, is not sufficient to describe the process and progress of students’
learning. Using summative assessment, teachers are unable to gather information
about what and how the students learn (Resnick & Klopfer 1989 in O’Malley &
Pierce 1996). Teachers need assessments which enable them to have
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14
comprehensive description about students learning. Therefore, authentic
assessment is suitable for this purpose.
Assessment is important to measure students’ learning outcomes. It is a
process of collecting information which describes the development of students’
learning (Kunandar 2013). The information provided by assessment is used to
make sure that students experience learning process in the right track. Assessment
should not audit but educate and improve students’ performances (Wiggins 1998).
Hence, Wiggins (1998) defines five key ideas of assessment. First, assessment
should focus on purpose, not the techniques or tools of assessment. Second,
assessment is “a moral matter” in which makes students should become more
educative and should evaluate teachers teaching. Third, assessment is central to
instruction which means assessment provides adjustment of the learning goals.
Fourth, assessment “anchors teaching and authentic tasks anchor assessment”
(Wiggins 1998: 18). It means that students are able to see how they implement
their knowledge and skills in a real-life situation. Fifth, “all improvement is local”
(Wiggins 1998: 18) which means the result of assessment should improve the
learners and school itself.
For some reason, teachers have different perceptions towards the purposes
of assessment. Barnes, Fives, & Dacey (2015) mention about different purposes of
assessment teachers hold based on several researches conducted. First, teachers
believe that assessment should facilitate learning (Harris & Brown 2009; Karp &
Woods 2008). Second, assessment is meant to “diagnose students’ progress in
acquiring knowledge and developing skill” (Karp & Woods 2008 in Barnes,
Fives, & Dacey 2015). Third, assessment evaluates student performance,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
15
classroom instruction, learning process, and teacher effectiveness (Davis &
Nietzel 2011; Remersal 2007). Fourth, assessment is a tool to motivate students
when it offers competition and information (Harris & Brown 2009). Fifth,
assessment improves teaching and learning process (Brown 2004).
Assessment such as tests and exams are no longer suitable especially in the
field of English Language Learning (ELL). O’Malley and Pierce (1996) propose
six purposes of assessment in ELL. First, assessment is used to screen and identify
students’ eligibility for certain language program. Second, assessment is used to
place students based on their language proficiency and competencies in order to
have appropriate program. Third, assessment in language learning is important to
determine whether or not a student has achieved certain language skills and
competencies. Fourth, teachers use assessment in order to monitor students’
progress. Fifth, assessment is used to evaluate the programs. Sixth, the use of
assessment is important to guarantee the achievement of educational goals or
standard. Hence, performance based assessments are more suitable since they are
able to provide information teachers needed.
a. Definition
Authentic assessment has been widely used in ELL. Authentic assessment is
believed to be more comprehensive in terms of providing information about
students performances and learning process. Authentic assessment allows students
to experience meaningful tasks by applying their knowledge and skill in “real
world” context (Wiggins 1989 in Mazarno, Pickering, & McTighe 1993; Nitko &
Brookhart 2011). Authentic assessment also emphasizes on the development of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
16
assessment tools in order to have accurate mirror and measurement of what we
value in education (Hart 1994).
Moreover, authentic assessment is also described as an evaluation process
that “involves multiple forms of performance measurements reflecting the
students’ learning, achievement, motivation, and attitudes on instructionally-
relevant classroom activities” (O’Malley & Pierce 1996: 4). Aini, Hadisaputri, &
Arsita (2015: 411) state that authentic assessment is “a measurement significantly
to the result of learning on the attitudes, skills, and knowledge”. In Pusat
Kurikulum (2009), authentic assessment is described as a process of collecting,
reporting, and using information about students’ learning achievement by
implementing assessment principles, continuous process, authentic, accurate, and
consistent proofs as public accountability (Pusat Kurikulum 2009). Furthermore,
Retnawati, Hadi, & Nugraha (2016) describe authentic assessment as:
A process of assessing global awareness and the process requires that
students should demonstrate a deeper understanding of the thinking, the
motivation, and the actions of various cultures in order to successfully
respond to the communities and the workplaces that extend well beyond
their current comfort level (Retnawati, Hadi, & Nugraha 2016: 34)
Another definition of authentic assessment proposed by Nurgiyantoro
(2011) is an assessment which is aimed at assessing the result of students’
learning as well as the factors which affect students’ learning such as the teaching
itself (Nurgiyantoro 2011). Authentic assessments measure students’ capability to
perform the competencies in real world and to give stimulation to students to have
deeper learning and develop their professional skills (Gulikers 2006; Gulikers,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
17
Bastiaens, & Kirschner 2004). Therefore, authentic assessment measure students’
attitudes, skills, and knowledge which are the result of learning (Kosasih 2014).
Based on Education Minister Issue No. 66 2013, the definition of authentic
assessment is an assessment which is conducted comprehensively in order to
assess learning input, learning process, and learning output. Authentic assessment
is in line with the goal of assessment which is “the acquisition of high-order
thinking processes and competencies instead of factual knowledge and basic
skills” (Gulikers, Bastiaens, & Kirschner 2004: 67). What authentic assessment
provides is complete description of students’ performance, growth, and progress
(Van Wyk & Carl 2010). Authentic assessment also provides the combination of
“teachers’ teaching, students’ learning activities, motivation and engagement of
learner, as well as learning skills” (Aini, Hadisaputri, & Arsita 2015: 2).
However, an issue about the authenticity of authentic assessment has
emerged. An assessment is considered to lack of authenticity if it fails to provide
real-life context for students (Yitian 2014). Context is very important in authentic
assessment, therefore, an assessment is considered to be inauthentic when it
cannot provide real-life context.
The definition of authentic assessment in this study is an assessment process
which provides opportunity for students to apply their knowledge and perform
their skills in real-life context. In curriculum 2013, authentic assessment is used
to measure students’ attitudes, skills, and knowledge. By using the authentic
assessment, teachers are able to gather information on the development of
students’ learning. The information about students’ learning is important because
teachers can also evaluate their own teaching. Authentic assessment should not
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
18
provide scoring but detail description of what students have achieved during the
learning process.
b. Characteristics of Authentic Assessment
Authentic assessment is different from the traditional assessment which
teachers usually use. Hart (1994) believes that an assessment is authentic when it:
(1) provides tasks which are worthwhile, significant, and meaningful; (2) involves
higher-order thinking skills and organization of knowledge; and (3) has explicit
standards to measure students achievement. Moon, Brighton, Callahan, &
Robison (2005) propose eight characteristics of authentic assessment.
1) are focused on content that is essential, focusing on the big ideas or
concepts, rather than trivial micro facts or specialized skills;
2) are in-depth in that they lead to other problems or questions;
3) are feasible and can be done easily and safely within a school and
classroom;
4) focus on the ability to produce a quality product or performance, rather
than a single right answer;
5) promote the development and display of students strength and expertise
(the focus is on what student knows);
6) have criteria that are known, understood, and negotiated between the
teacher and student before the assignment begins;
7) provide multiple ways in which students can demonstrate they have met
the criteria, allowing multiple points of view and multiple interpretations;
8) require scoring that focuses on the essence of the task and not what is
easiest to score. (Moon, Brighton, Callahan, & Robison 2005: 120)
Richardson, Morgan, & Fleener (2009 as cited in Abidin 2014) propose
characteristics of authentic assessment as follows: (1) contains of important tasks
which are designed to represent certain knowledge; (2) emphasizes on high level
thinking ability; (3) has assessment criteria which are explained before the
learning process; (4) promotes integration on daily basis makes it difficult to
differentiate between assessment and learning; (5) changes on teachers’ roles from
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
19
delivering knowledge to facilitating learning, being models and friends in
learning; (6) students know that they need to present the work they have achieved
so that they do the tasks seriously; and (7) students know that they the process and
products of their learning will be assessed.
Wiggins (1998) believes that an assessment is authentic if the task is also
authentic. Hence, Wiggins believes an assessment task is authentic if it:
1) “is realistic”. It means the task replicate a situation where students are
required to use their knowledge and abilities in real world situations.
2) “requires judgement and innovation”. The task should encourage
students to effectively apply their knowledge and skills in solving
problems.
3) “asks the students to do the subject”. Students are required to perform
explanation and work related to the subject.
4) “replicates and stimulates the contexts in which adults are tested in the
workplace” The task should be designed to help students experience in
real-life contexts.
5) “assesses students’ ability to efficiently and effectively use a repertoire
of knowledge and skill” in finishing a complex task
6) “allows opportunities to rehearse, practice, consult resources, and get
feedback on and refine performances and product”. In developing
assessment tools, teachers need to focus on students learning, make sure
that students produce high-quality products, and help students to use the
resources to improve their performances (Wiggins 1998: 22-24)
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
20
c. Authentic Assessment Forms
O’Malley & Pierce (1996) divide authentic assessment into three forms
namely performance assessment, portfolio assessment, and self-assessment. Hart
(1994) adds observations as one of authentic assessment forms. Forms of
authentic assessments which are discussed in this section are performance
assessment, portfolio, and observation.
1) Performance Assessment
In the field of ELL, students are required to perform their language skills;
speaking, listening, reading, and writing. Hence, performance assessment is
important. Performance assessment requires students to constructs both oral and
written response (Feuer & Fulton 1993; Herman, Aschbacher, & Winters 1992 in
O’Malley & Pierce 1996). It expects students to perform their ability and teachers
assess students’ performance including attitudes, skills, and knowledge.
Performance assessments are active assessment designed to assess students’
ability in using knowledge and skills in various contexts and situations (Hart
1994). Careful selection of tasks and scoring is important in order to make sure
the assessments are effectively used (Hambleton 1996). Performance assessment
is meant to assess understanding, complex skills, and thoughts that are not
presented in conventional tests (Hart 1994). There are eight characteristics of
performance assessment according to Aschbacher (1992), Herman, Aschbacher, &
Winters (1992) (in O’Malley and Pierce, 1996): (1) constructed response; (2)
higher-order of thinking; (3) authenticity; (4) integrative; (5) process and product;
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
21
(6) depth versus breadth; (7) public and known criteria; and (8) authentic oral
assessment.
Oral reports, writing samples, exhibitions, presentations, and demonstrations
are example of performance assessment tools. To assess students’ oral language,
assessment such as oral interview and story or text telling can be applied.
O’Malley & Pierce (1996) believe that authentic oral assessment should provide
opportunities for students to use language in a situation based on everyday life.
Tasks should reflect the use of authentic language and the use of language in real-
world tasks. Teachers should assess students’ oral proficiency regularly. Oral
interview and story or text telling can provide information on how well students
listen and read.
Writing samples are also a form of performance assessment in which
students perform ability to compose writing. Writing samples help teachers to
assess students’ writing skills, ability to formulate ideas, and ability to produce
sentences which are grammatically correct. Moreover, presentations, exhibitions,
and demonstrations are also kinds of performance assessment. Through
presentations, teachers are not only able to assess students’ oral proficiency but
also their knowledge and skills of the subject and their attitudes towards the tasks.
Presentations and demonstrations can also be used to assess how well students
listen to the explanation given by other students by giving them opportunity to ask
questions.
Performance assessment has several advantages (Hambleton 1996). First,
the instructional goals can be communicated clearly. Second, performance
assessments are able to measure complex learning outcomes. Third, they provide
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
22
a means to assess the process and products of learning. Hence, teachers are able to
assess students’ strengths and weaknesses and also the process and products.
Fourth, students actively participate in the construction of meaning.
2) Portfolio
Portofolio is the records of what students’ have done during the learning
process. Portfolio “provides evidence of student effort” (Harmer 2007: 380). It
represents what students can do with the knowledge they have. Portfolio has
advantages that it “increases the quantity and quality of writing and contributes to
students’ cognitive development” (Dellinger 1993 in O’Malley and Pierce 1996).
Portfolio also allows students to become more autonomous and to assess their
own learning since reflection on the work, analysis on progress, and setting
improvement goals can be facilitated (Harmer 2007; O’Malley & Pierce 1992;
1996). Portfolio documents students’ learning over time (Hart 1994; Herbert
2001). It allows students to think about their own learning and responds to their
own needs (Herbert 2001). Portfolio holds evidence of students’ skills, ideas,
interests, and achievements (Hart 1994).
Portfolio has three essential elements (O’Malley & Pierce 1996). The first
element is sample of student work. Portfolio contains samples of student work in
which teachers can use to gather evidence of students achievement. Portfolio is
more individualized. It reflects students’ personal improvement. The second
element is student self-assessment. Portfolio does not only contain information of
students’ progress but also how well students assess and reflect their own
learning. A portfolio is not a portfolio if there is no self-assessment and reflection
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
23
(Paulson, Paulson, & Meyer 1991; Tierney, Carter, and Desai 1991; Valencia
1990 as cited in O’Malley & Pierce 1996). “A portfolio is a unique opportunity
for students to learn to monitor their own progress and take responsibility for
meeting goals set jointly with the teacher” (O’Malley & Pierce 1996: 36). The
third element of portfolio is clearly stated criteria. Teachers should specify the
criteria and standards which will be used to assess students’ work. The criteria and
standards for the portfolio should be clear for students by involving students to set
the goals and standards.
Hence, portfolio provides collection of students works which allow teachers
to gain information about students’ learning progress. The key part of portfolio is
student self-assessment in which students reflect and monitor their own progress.
By reflection and monitoring their own progress, students are expected to be more
autonomous and responsible of their own learning process. Portfolio is an
individualized report of students’ learning performance over time. It is important
to make sure that both teachers and students understand the purpose of using
portfolio as an assessment.
3) Self-assessment
Self-assessment is an assessment which promotes students’ direct
involvement in learning (O’Malley & Pierce 1996). It is a key element in
authentic assessment since students’ improvement in learning also depends on
how well students evaluate themselves and set goals of improvement. Otherwise,
students will not achieve any improvement in their learning. Self-assessment
requires students to describe their strengths and weaknesses in terms of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
24
achievement of competencies (Abidin 2014). Making their own choices, selecting
learning activities, and planning their time are the ways students doing self-
assessment.
Self-assessment promotes students motivation and attitudes towards
learning. Hence, self-assessment has certain advantages both for teachers and
students. First, students are getting used to reflect on their attitudes during the
learning process. Second, students try to be honest on themselves in terms of
strengths and weaknesses. Third, teachers can make use of the assessment to
complete information they acquire from observation. Furthermore, teachers
should provide more opportunities for students to do self-assessment since it is
important for the development of their learning.
4) Observations
Observation is probably the easiest form of assessment teachers can do. It
also takes less time to do (O’Malley and Pierce 1996). Observation can be done in
a classroom setting while students are working on their tasks. Observation is
useful to recognise students’ strengths and weaknesses, their interests and
attitudes (Hart 1994) as well as how they interact with other students (O’Malley
and Pierce 1996). Teachers can have detail information about students including
how the use the language and how they engage in discussion and tasks assigned to
them. The information teachers collect from observing students is an important
element for teachers to prepare learning activities.
To make effective observations, teachers need to prepare checklist about
what and which information they want to obtain. Although observation consumes
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
25
less time compare to other forms of assessment, it requires teachers to pay careful
attention on students. Hart (1994) suggests that teachers should focus they
observation on what they most want to know in order to make the observation
effective. Teachers should also make observation becomes a systematic part of the
assessment.
d. Authentic Assessment in Curriculum 2013
In curriculum 2013, authentic assessment is implemented to measure
students’ attitudes, knowledge, and skills. Based on Education Minister Issue No.
66 2013, authentic assessment is an assessment which is conducted
comprehensively in order to assess learning input, learning process, and learning
output. There are six principles of assessment explained in Education Minister
Issue No. 66 2013. First, assessment should be objective that it is based on
standard and not affected by the subjectivity of the assessors. Second, assessment
should be continuous and integrated with learning process. Third, assessment
should be economical that it should be efficient and effective in planning,
implementing, and reporting. Fourth, assessment should apparent which means
the assessment procedure, criteria, and foundation for decision making should be
accessible. Fifth, assessment should be accountable. Sixth, assessment should be
educative which means it educates and motivates students and teachers.
In curriculum 2013, there are three areas of assessment. They are attitudes,
knowledge, and skills. Each area is going to be described in detail.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
26
1) Attitudes
Attitude is one of the factors which influence the success of learning as well
as the process of learning. Kunandar (2013) believes that there are three
components of attitude; affective, cognitive, and conative. Affective component is
someone’s feeling and judgement of an object. Cognitive component deals with
beliefs which someone holds towards an object. Conative component is the
tendency in which someone behaves or acts in a way it is related to the existence
of attitude object. Curriculum 2013 assesses students’ spiritual attitudes and social
attitudes. Curriculum 2013 assesses students’ spiritual attitudes and social
attitudes which are described in core competencies.
Generally, there are five objects of attitudes which are assessed in learning
process (Kunandar 2013). The first object is attitudes towards learning subjects.
Students are expected to have positif attitudes towards learning subjects which
may affects their motivation for learning. The second is attitudes towards
teachers. Many students are less motivated because they do not have positive
attitudes towards their teachers. The third object is attitudes towards learning
process including environment, strategies, methods, and techniques teachers use
in the classroom. When students find the learning processes are enjoyable,
interesting, and comfortable, positive attitudes is formed. The fourth object is
attitudes towards certain norms related to certain learning materials. The positive
and negative attitudes which students have may affect their understanding on the
materials. The last object is attitudes towards affective competencies in the
curriculum.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
27
Based on Education Minister Issue No. 66 2013, there are five types of
assessment which teachers can use for assessing students’ attitudes. The
instruments are observation, self-assessment, peer assessment, journal, and
interview. Observation is conducted by teachers during the learning process.
Teachers should have clear observation criteria before they observe students since
it affects the accuracy of the observation result. It is important for teachers to
make detail report of the observation. Hence, recording using camera is one of the
effective ways to capture detail information on students’ attitudes.
Self-assessment and peer assessment are two types of assessment which are
very affected by subjectivity. Therefore, teachers need to make sure that the result
of self-assessment and peer-assessment should be verified using the result of
teachers’ observation. Journal also contains detail information of each student’s
strengths and weaknesses. Similarly, teachers can interview students in order to
know their responses and opinions about the learning process. Interview can be
conducted during learning process in informal way to make sure that students do
not feel under pressure. Informal talks and chats with students are also helpful to
build emotional relationship between teachers and students.
2) Knowledge
Assessing students’ knowledge is aimed at measuring how well students
understand knowledge of certain subject. Knowledge competence or cognitive
competence covers six thinking stages (Kunandar 2013). The first stage is the
ability to recall the knowledge they have been exposed before. This stage is the
very first stage in learning in which students only recalling names, definition, or
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
28
ideas without applying. Learning activities which show students’ ability in
recalling are defining, labelling, listing, locating, and describing, reporting, and
explaining something. The second stage is comprehension. In this stage students
are expected to be able to understand and comprehend certain knowledge after
they recall its meaning. Students who are able to give explanation in their own
words or conclusion from the knowledge they have understand are said to have
comprehension on the knowledge. Expressing ideas or opinion about something
using their own words, differentiating, comparing, interpreting data, and
describing, explaining main idea, and retelling are examples of learning activities
which show students’ competence in comprehending knowledge.
Application is the third thinking stage of cognitive competence. When
students are able to apply or use the theories, knowledge, methods, or general
ideas into a new context, it means they are able to reach the third thinking stage. It
is important to make sure that students also apply the knowledge they have in
their daily life such as doing research and planning problem solving. The fourth
stage is analysis stage in which students are expected to be able to explain and
understand detail parts of certain as well as understand the relation of each parts
of problems or information. Teachers can measure students’ analysis ability by
asking them to identify the cause of certain problem, show the relationship
between the causes with the problem, and identify the problems. After being able
to analyse, students are expected to be able to synthesise. This is the fifth thinking
stage in which students are able to combine separate ideas, beliefs, styles, and
theories into new ideas or beliefs of certain information or concepts. Hence,
students are expected to construct their own ideas and beliefs based on the
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
29
information and theories they have analysed. By asking students to create
products, design models, solve problems, and predict teachers are able to how
well students reach this stage.
The last stage is evaluation stage. Evaluation is a process in which students
are able to make consideration towards situations, values, or beliefs. Students
evaluate the information, theories, and problems they have encountered before
then make judgement based on their evaluation. Learning activities which can be
implemented in the classroom which show students’ ability to evaluate are writing
report, discussing certain cases or problems, presenting opinions, and selecting
solutions for certain problems. Hence, this learning process is in line with the
implementation of scientific learning approach.
In order to measure students’ knowledge or cognitive competence, written
tests, oral tests, and project design are assessment instrument which teachers can
use. However, it is important that the written test and oral test are not the only
instruments to measure students’ knowledge. Teachers should also use other
instrument such as observations or journal. It is also important that assessment
instrument the teachers use should encourage students to solve problem, use their
logical thinking, and have their own opinion. Hence, students will be more
literate.
3) Skills
Based on Education Minister Issue No. 66 2013, teachers assess students’
skill through performance assessment, project, and portfolio. Performance
assessment requires students to demonstrate their skills and knowledge into
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
30
certain context which suitable with the criteria (Kunandar 2013). Assessing
students’ performance can also be done during the learning process. Teachers
observe students’ performance while they are learning. Through performance
assessment, teachers can assess the quality of students’ work, the students’ skills
in working based on procedures, the students’ ability to analyse and plan
procedures, the students’ ability to make decision based on the available
information, and the students’ ability to understand diagram, pictures, and
symbols (Kunandar 2013). The instruments for assessing students’ performance
are checklist and rating scale.
Project assessment is also implemented to assess students’ skills. Project is a
series of learning tasks including planning, implementing, and reporting both
written and oral (Kosasih 2014). The planning process covers collecting and
organising data and information students collect. Meanwhile in reporting, students
are also expected to evaluate and present their findings (Kunandar 2013). The
goals of using project assessment is to assess students’ understanding, students’
ability in applying procedures, students’ ability in exploring, and students’ ability
to inform to others (Kunandar 2013). Meanwhile, there are three considerations
which teachers should make: students’ ability to organize, the relevance of the
tasks, and the originality of the work. Checklist and rating scale are two
instruments teachers can use in project assessment.
Portfolio is a continuous assessment based on a collection of information
showing students’ ability in a certain period of time (Kunandar 2013). Portfolio
assesses students’ individual works. Hence, portfolio shows descriptions of the
development of students’ ability from time to time, for example in a semester, in
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
31
details. By using portfolio, teachers are able to assess the process as well as the
result of students’ learning. To sum up, portfolio is a collection of students’ work
which describes the progress of students’ learning which can be used to monitor
students’ learning achievement.
B. Review of Related Research Studies
Researches on beliefs, specifically on teachers’ beliefs have been
extensively conducted lately. What teachers believe about teaching and learning is
the most common topic of interests. Many researchers agree that teachers’ beliefs
significantly influence teaching and learning process which later affects the
learning outcomes. Similarly, student teachers’ beliefs are also important to study.
However, Agathopoulou states that age and experience distinguish teachers’
beliefs and student teachers’ beliefs in relation with second language acquisition
(Agathopoulou 2010). Experienced teachers have different beliefs with less
experiences teachers since they have more experience in teaching. Furthermore,
when experienced teachers’ beliefs remain stated, beginners teachers’ beliefs are
more changeable.
Retnawati, Hadi, and Nugraha (2016) investigate the difficulties of using
authentic assessment for Vocational High School teachers in Yogyakarta.
Difficulties that teachers face in implementing curriculum 2013 are developing
the instrument of attitudes assessment, setting criteria for minimum passing grade,
performing authentic assessment, and integrating scores from multiple assessment
techniques. The problems appear in implementing authentic assessment due to
teachers’ lack of understanding of curriculum 2013 and insufficient facility.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
32
Teachers need to have more coaching process from experts regarding the
implementation of curriculum 2013. Effective training programs are also needed
to help teachers overcome the problems.
Furthermore, Aini, Hadisaputri, and Arsita (2015) investigate the use of
diary as an authentic media at an elementary school in Solo. The diary is used to
record each student’s activities based on teachers’ observation. The purpose of
using diary is to determine students’ progress. Teachers observe affective,
psychomotor, and cognitive aspects of students learning. However, there is no
clear guideline which teachers use for writing diary. Aini, Hadisaputri, and Arsita
arrange a guideline for writing diary for teachers in School of Natural Bengawan
Solo. The guideline consists of descriptions, photographs, and things that teacher
discover. Hence, diary is one of the authentic assessment techniques which can be
used to record students’ learning process.
A study by Azim and Khan (2012) in Pakistan shows the benefits of using
authentic assessment. Using authentic assessment changes the role of students and
teachers in the learning process. Students become more active to engage in
learning and more responsible towards their own learning. Furthermore, the
implementation of authentic assessment helps students to excel in their classroom
since authentic assessment gives emphasize on metacognitive and information
processing which are the key or learning.
C. Theoretical Framework
Belief constructs teachers’ performance, action, perception, and behaviour.
Knowledge, attitude, judgement, expectation, experience, and evaluation are
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
33
sources of teachers’ beliefs. Teachers’ beliefs are important since it determine the
success of learning. What teachers do in the classroom represents the beliefs they
hold. Teachers’ beliefs determine their perception and behaviour as well as define
their organization of knowledge and information (Pajares 1992). Previously,
teachers’ beliefs are more changeable at the early teaching years. They construct
their beliefs based on what they learn and information they gathered. The
construction of their beliefs will happen continuously until they have become
experienced teachers. When they have reached that point and become experienced
teachers, they will form more static beliefs.
The use of assessment is to evaluate students’ learning process and the
result of learning itself. Assessment is the process of collecting information which
describe the development of students’ learning (Kunandar 2013). Meanwhile, the
purpose of assessment should not only auditing students’ performance but should
educate and improve students’ performance (Wiggins 1998). Based on this
assumption, authentic assessment is introduced. The implementation of
curriculum 2013 in Indonesia requires teachers to use authentic assessment to
evaluate students’ learning. Authentic assessment is an evaluation process that
“involves multiple forms of performance measurements reflecting the students’
learning, achievement, motivation, and attitudes on instructionally-relevant
classroom activities” (O’Malley & Pierce 1996: 4). It is also “a measurement
significantly to the result of learning on the attitudes, skills, and knowledge”
(Aini, Hadisaputri, & Arsita 2015: 411). Authentic assessment is also described as
a process of collecting, reporting, and using information about students’ learning
achievement by implementing assessment principles, continuous process,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
34
authentic, accurate, and consistent proofs as public accountability (Pusat
Kurikulum 2009).
Performance assessment, portfolio, and self-assessment are suitable to
assess students especially for language learning. By asking students to perform
their language skills, teachers are able to evaluate students’ learning progress.
Oral interview, project, presentation, storytelling, and written report are examples
of performance assessment. Furthermore, portfolio is important since it gives
detail information on what students have achieved and how students achieve the
knowledge. Portofolio can contain students’ written work, students’ homework,
and students’ project. Self-assessment is an authentic assessment. By doing self-
assessment, students are able to monitor their own learning progress. Therefore,
students are able to plan their own improvement.
Curriculum 2013 requires teachers to assess not just students’ knowledge
but also students’ attitudes and skills. Hence, there are three things which teachers
assess when curriculum 2013 is implemented; attitudes, knowledge, and skills. To
assess students’ attitudes, teachers can use observation, journal, self-assessment,
peer-assessment, and interview. Moreover, to assess students’ knowledge tests
and portfolio are suitable. Tests which teachers conducted should encourage
students to make logical reasoning towards certain problems or phenomena. In
assessing students’ skills, performance assessment, projects, and portfolio are
being used.
Hence, it is important to make sure that teachers have understanding on the
purposes and the use of authentic assessment in curriculum 2013. Teachers’
knowledge and experience on using authentic assessment form their beliefs
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
35
towards authentic assessment. Similarly, teachers’ attitudes towards authentic
assessment also give effect on their beliefs. The framework of teacher’s beliefs is
described in the Figure 2.1 below.
Figure 2.1
Framework of Teacher’s Beliefs
Role of authentic assessment
Benefits of authentic assessment
Opinion about authentic
assessment
Assessment tools
Teachers’ beliefs towards
authentic assessment
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
36
CHAPTER III
METHODOLOGY
This chapter is intended to explain the process of gathering and analysing
the obtained data. The discussion in this chapter consists of six subdivisions,
namely research method, data collection instruments, sources of data, data
gathering, data analysis, and triangulation
A. Research Method
A mixed-method research design was implemented in this study. Mixed
method research design collects and analyses from both quantitative and
qualitative data (Lodico, Spaulding, & Voegtle 2006). A mixed methods study
seeks to understand relationship among variables and then the topic is explored
further using different method (Creswell 2003).There are six characteristics of
mix-method research design (Creswell 2003). First, there is a strong rationale for
using mixed methods. Second, both quantitative and qualitative data are collected.
Third, the researcher decides whether to prioritize the quantitative or qualitative
data or to consider these as equally important. Fourth, a sequence for collecting
the quantitative and qualitative data is set. Fifth, a design is chosen to determine
how and when each type of data will be collected and analysed. Sixth, visual aids
are used to portray the research design.
Furthermore, there are three main types of mixed-method research designs
(Lodico, Spaulding, & Voegtle 2006). The first type is explanatory design. In
explanatory design, the qualitative data is collected after the quantitative data. The
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
37
researcher, then, emphasizes on the quantitative data and the qualitative data are
used in explaining the result of quantitative data. The second type is exploratory
design. In this design, qualitative data are collected and analysed first and
quantitative data are developed to build on or explain the qualitative data. It
means, this design emphasizes on qualitative data. The last type is triangulation
design. Quantitative and qualitative data are given emphasized. The data from
quantitative and qualitative measure are collected and analysed together. Then the
researcher triangulates or compares the data to find the similarities.
In this study, the researcher focused on the use of triangulation design in
which the researcher collected data from both quantitative and qualitative
measures. The data were analysed and refined together to find if there were
similarities (Lodico, Spaulding, & Voegtle 2006).
B. Data Collection Instruments
In order to collect the data for this study, the researcher employs two
research instruments. The first instrument was questionnaire and the second
instrument was interview guidelines.
a. Questionnaire
In this study, questionnaires were administered to gather information about
teachers’ beliefs on the use of authentic assessment. Questionnaires are the result
of the conceptualization and operationalization or the variables as questions
(Neuman 2006). Questionnaires can be used for learning about the distribution of
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
38
characteristics, attitudes, or beliefs (Marshall & Rossman 2006). The questions
presented in the questionnaire were close ended and open ended questions.
The questionnaire has three parts. The first part of the questionnaire
contains information of the participants such as name, and years of their
experience of being teachers. The second part was close-ended questions and the
third part was open-ended questions. Likert Scale was used in the close-ended
questions represented in four categories; Strongly Agree (SA), Agree (A),
Disagree (D), and Strongly Disagree (SD). Questionnaire with partially open
questions allows participants to present answers that the researcher does not stated
(Neuman 2006).
b. Interview guideline
Interview was also conducted to collect data. Hence, the researcher
formulated the questions into a guideline. Interview guideline is a set of questions
which are used in an interview (Neuman 2006). Semi-structured interview
guidelines were used to explore participants’ ideas, opinions, and experiences.
In order to design semi-structured interview guideline, the statements in the
questionnaire were carefully categorized. Guiding questions were developed from
the questionnaire and used to escort participants in expressing their beliefs about
authentic assessment. The interview questions could be modified depending on
the participants’ responses. Hence, the interview guideline was designed to help
controlling the flow of the questions.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
39
C. Sources of Data
In order to obtain sufficient data for this study, questionnaire and interview
were conducted. Questionnaires were distributed to thirteen respondents. The
respondents for this study were high school English teachers. They were selected
from three high schools in Yogyakarta which have implemented curriculum 2013
since 2013. Moreover, three participants out of thirteen teachers were selected
through careful considerations. The participants have taught English for more than
15 years. Based on that consideration, the participants were expected to
meaningful description related to their beliefs about authentic assessment.
D. Data Gathering
In mixed-method research design, quantitative and qualitative data are
obtained. Hence, this study collected data through distributing questionnaire and
interviewing research participants. First, teachers were given questionnaire. After
the questionnaires were collected, three teachers were interviewed. The purpose of
questionnaire is “to learn about the distribution of characteristics, attitudes, of
beliefs” (Marshall & Rossman 2006). Questionnaires are implemented in order to
find the factual information (Best & Kahn 2006).
Interview was also conducted in order to find similarities with the
participants’ opinion gathered from the questionnaire. The purpose of interview is
“to find out what is in or on someone else’s mind” (Patton 1990: 278). Moreover,
interview “provides opportunity for in-depth probing, and elaboration and
clarification of terms” (Wiersma 1995: 196). Interview is also used to collect
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40
information about the interviewee’s experiences and knowledge as well as his or
her opinions, beliefs, and feelings (Best & Kahn 2006).
E. Data Analysis
The data which were obtained from the questionnaire were analysed using
descriptive statistics. The analysis of each statement was based on the range of
criteria in which maximum point is four (strongly agree) and minimum point is
one (strongly disagree). Description of data includes the temporal and physical
setting, the research participants, the purposes of the activities, the participants’
point of views, and the effects of activities on the participants (Best & Kahn
2006).
After that, the statements used in questionnaires were coded in order to help
analysing interview result. The interview results were also coded based on the
statements given. Hence, the coded statements from questionnaires and interviews
were compared in order to find similarities. The coding for are presented in Table
3.1 below.
Table 3.1
Coding for Interview
Code Description
SnW Strength and Weakness
SnK Skill and Knowledge
ACHV Achievement in learning
DEV Development in learning
MOT Motivation
HO Higher Order thinking skill
INT Integration of knowledge and skill
REAL Real Life Application
MNG Meaningful learning
CRIT Criteria for assessment
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
41
EVA Evaluation
APP Applicable
PRAC Practical
REP Replacement
PRO Process
CONT Continuous
F. Triangulation
Triangulation is conducted by observing data from different point of views
(Neuman 2006). “It is qualitative cross-validation. It assesses the sufficiency of
the data according to the convergence of multiple data sources or multiple data
collection procedures” (Wiersma 1995: 264). It improves accuracy and allows
verification and validation of the data (Neuman 2006; Best & Kahn 2006). This
study implemented triangulation from multiple data collection procedures,
questionnaires and interviews.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
42
CHAPTER IV
FINDINGS AND DISCUSSION
In this chapter, research findings and discussion are presented to answer
question addressed in chapter I, “What are teachers’ beliefs about authentic
assessment in curriculum 2013?” All data obtained from questionnaire and
interview are presented and described in section findings. Then the data are
described and interpreted using related theories to find out what beliefs do
teachers hold about authentic assessment especially in curriculum 2013.
A. Findings
This section is aimed at providing the findings of this study from
questionnaire and interview. The analysis of questionnaire is presented in table
and supported by the interview analysis. The result from interview analysis gives
clear understanding and evidences to explain the beliefs teachers hold towards
authentic assessment. The questionnaire contains of two sections. The first section
contains of statement represents teachers beliefs and the second section explains
about the assessment tools which teachers use in their classrooms. In the first
section, there are sixteen statements. The interpretation of each statement in the
first section is based on the range of criteria in which the maximum point is four
and the minimum point is one based on the four Likert Scale Analysis. The result
of the questionnaire is presented in Appendix 2 on page 99.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
43
The sixteen statements in first section of the questionnaire are divided into
three main areas namely understanding about the role of authentic assessment,
understanding about the benefits of authentic assessment, and opinion of authentic
assessment. Therefore, there will be four parts elaborated in this section.
a. Roles of Authentic Assessment
This study elaborates teachers’ understanding about the role of authentic
assessment into eight statements which are: (1) authentic assessment provides
information about students’ strengths and weaknesses, (2) authentic assessment
allows teachers to determine students skills and knowledge, (3) authentic
assessment provides information about students’ learning achievement, (4)
authentic assessment promotes students’ development in learning, (5) authentic
assessment motivates students in learning, (6) authentic assessment promotes
higher order thinking process, (7) authentic assessment provides tasks which
require students to integrate their skill and knowledge, and (8) authentic
assessment assess students in integrating knowledge, skills, and attitudes in real
life.
The questionnaire result for the first area, understanding about the role of
authentic assessment, is presented in Table 4.1 and Figure 4.1 in the following
page.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
44
Table 4.1 Understanding about the Role of Authentic Assessment
Item
No.
Statements Mean
4 Authentic assessment provides information about students’
strengths and weaknesses 3.15
5 Authentic assessment allows teachers to determine students’
skills and knowledge 3.31
6 Authentic assessment provides information about students’
learning achievement 3.38
7 Authentic assessment promotes students’ development in
learning 3.31
8 Authentic assessment motivates students in learning 3.23
9 Authentic assessment promotes higher order thinking 3.15
13 Authentic assessment uses tasks which require students to
integrate skills and knowledge
3.31
15 Authentic assessment measures students’ capability to use
knowledge, skills, and attitudes to apply in their real life
3.23
3.26
Figure 4.1
Mean Distribution: Understanding about the Role of Authentic Assessment
The first area of teachers’ beliefs is understanding about the role of
authentic assessment which is represented by eight statements of beliefs. They
are: (1) authentic assessment provides information about students’ strengths and
weaknesses (X : 3.15); (2) authentic assessment allows teachers to determine
students’ skills and knowledge (X : 3.31); (3) authentic assessment provides
3.15 3.31 3.38 3.31 3.23 3.15
3.31 3.23
1
1.5
2
2.5
3
3.5
4
Q4 Q5 Q6 Q7 Q8 Q9 Q13 Q15
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
45
information about students’ learning achievement (X : 3.38); (4) authentic
assessment promotes students’ development in learning (X : 3.31); (5) authentic
assessment motivates students in learning (X : 3.23); (6) authentic assessment
promotes higher order thinking (X : 3.15); (7) authentic assessment uses tasks
which require students to integrate skills and knowledge (X : 3.31) ; and (8)
authentic assessment measures students’ capability to use knowledge, skills, and
attitudes to apply in their real life (X : 3.23). The total mean for this area is 3.26.
From the result we can conclude that teachers hold strong beliefs about the role of
authentic assessment since the total mean is more than 3.00.
The first statement represents teachers’ beliefs that authentic assessment
tools provide information about students’ strengths and weaknesses. Teachers are
able to recognise students’ strengths and weakness through the tasks given. This
statement is supported by the evidence taken from the interview as seen below.
[Alpha31,SnW] Yes, we can see directly students’
strengths and weaknesses. For example, this student has
difficulties in this topic in terms of vocabulary, this one is
better. Then I write note and then later I explain those
things which are difficult for students. So the students
know which they have to improve
The second interviewee, Bravo, also hold belief about the role of authentic
assessment which provide information about students’ strengths and weaknesses.
Below is the interview excerpt:
[Bravo14,SnW] Yes, of course. We can observe students’
strengths and weaknesses for example when they do
presentation. We can observe one by one in detail. The
strengths of this student, the weaknesses of the other
students can be observed when they do presentation
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
46
Similarly, the third interviewee also said, “Yes, it is true. … Even the strengths,
weaknesses, attitudes, skills, and knowledge can be assessed only from one
project” [Charlie13,SnW].
The second belief is that authentic assessment allows teachers to determine
students’ skills and knowledge. It is supported by the result of interview which
states that “For example the material is about information of report, students are
doing presentation. I can see how far this students’ skill is, and how his
understanding is about the learning material” [Alpha21,SnK]. Another statement
supporting this belief is mentioned by Charlie. He stated, “Yes, it is true. … Even
the strengths, weaknesses, attitudes, skills, and knowledge can be assessed only
from one project” [Charlie13,SnK2]. Another statement given by Charlie is in the
following excerpt:
[Charlie6,SnK1] “So during the learning process,
speaking appears when they answer question dan
presentation, for example. That is really authentic, not just
at that moment. During the learning process, we know
how they answer questions, how they use the language to
present their ideas”
The third belief hold by teachers is that authentic assessment provides
information about students’ learning achievement. The results of interview
analysis which support this statement comes from Alpha. She said, “Learning
achievement can also be seen from the forms of assessment. Not all assessment
can be seen the achievement. For example from writing I can see how far students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
47
learn. In presentation I cannot do this”[Alpha32, ACHV]. Bravo also said the
similar thing. He said, “Yes, because for example for writing, we collect them into
portfolio. From the portfolio we can see how far students understand the material
and how far their development is”[Bravo17, ACHV]. Furthermore, in the
interview excerpt below, Charlie agreed that authentic assessment can determine
students’ learning development.
[Charlie12, ACHV] …the target is to teach students to be
brave dan teach that they have the rights to give
suggestions to a certain organizations. From those projects
we can determine how far students’ development is in
learning process
Teachers also hold beliefs that authentic assessment promotes students’
development. One of the interviewee said, “Yes, it can be. For the students who
are passive in the classroom, they become more active although it is just a little.
But yes, they are developed”[Alpha37,DEV2]. This is also supported by the
result of interview as stated below:
[Alpha36,DEV1] For example when there is a special student in
the class, we have to make students active so that their attitudes
change. There is one or two students whose attitude do not
change, do not develop… But there is a change on passive
students because they have to participate, so they still
participate… But, yes, I feel students are more obvious in terms
of development. For example when they do presentation,
because I can observe directly
Similarly, another interviewee said, “Yes, it is like that. When students are
given something interesting, challenging, they will develop more” [Bravo21,
DEV]. The interview excerpt on the following page also supports this finding.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
48
[Charlie14, DEV1] … and this of course develops them
such as vocabulary because they have to read books in
English. Also they get knowledge from what they read.
Moreover, they also learn how to present their paper,
make the listener understand what they write, learn how to
deliver information. Of course this promotes their
development, not just in terms of using the language but
also other aspects such as what I mentioned before. This is
exciting, even for me. Sometimes I do not understand the
material they present, but I as I read the papers before, I
try to understand. I do not want to disappoint them. They
have worked hard so I have to work hard to read their
papers. So I also learn from them, I gain information and
knowledge from their papers. We do not need to
embarrass, it is acceptable for us to learn from our
students
During the interview, Charlie also stated about the role of authentic assessment in
developing students’ learning. The interview excerpt below explains this finding.
[Charlie17, DEV2] “… For example if it is explanation
text, do not just explain about rainbow or tsunami. That is
common. So I asked students to find something different,
something new, which they are curious about, uncommon
phenomenon. So, students get more knowledge. Their
vocabulary is also improved”
Authentic assessment motivates students in learning. This is the belief
teachers hold about authentic assessment. Motivation is something important in
learning. Hence, authentic assessment serves this role. There are four interview
excerpts which support this finding. The first is stated below:
[Alpha25, MOT] In group presentation it is more obvious
because in the group usually students try to be perfect…
Enjoyable and comfortable learning is important so that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
49
teachers have to find something which can make students
enthusiastic in learning and also comfortable
The second excerpt is from Bravo. He said, “…Here students like doing
project presentation because they want to have competition. Students are happy
and excited” [Bravo13,MOT1]. The third interview excerpt is also from Bravo.
He said, “Right, it can motivate students. These students, without being
motivated, sometimes they are very passive in the classroom” [Bravo15,MOT2].
The last interview excerpt which supports this finding is as follows:
[Charlie18,MOT2]Yes, very. Sometimes an hour is not
enough to do presentation for one group because it is very
fun in the classroom. I enjoy it and the students do too.
They are motivated, too. Even when I was in SMA 2, I
made an advertisement competition. I invited friend form
ISI and FB UGM to judge. When I was in SMA 7, I made
a festival. I invited HARIAN JOGJA to report the event.
And students were very happy. They are motivated to
produce the best they can
Furthermore, in curriculum 2013 students are required to apply high order
thinking skills. Authentic assessment promotes and facilitates this process.
Activities such as observing, questioning, associating, experimenting, drawing
conclusion, and communicating are important in developing students’ high order
of thinking. This process can be facilitated through using the right assessment
tools. The interview excerpt from Charlie, as we can see from the interview
described below, support this statement.
[Charlie14, HO1]… Even I gave them a task in which
they have to write simple thesis. So students in grade 11
make paper. It will be tested just like a thesis … They learn
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
50
to write background of the problem, organizing
hypotheses, analysing data, and reporting findings both
written and spoken… Even there was student who came to
UGM library to find theories. Isn’t it incredible?
In question 15, Charlie also stated about the role of authentic assessment to
promote students’ higher order thinking skill. He stated as follows:
[Charlie15, HO2]Students already have the competences
because they have good input, so why don’t we give them
the tasks which are suitable with their actual competences?
I think that way. Do not just give them something which, I
am sorry, trivial. For example writing a letter, which is not
suitable with the level of the students here.
Teachers also belief that authentic assessment provides tasks which require
students to integrate their skill and knowledge. It is also said by Charlie in the
interview.
[Charlie9,INT] “ … I always encourage students to
produce something based on their creativity. For example
when students learning about narrative, those who like
drawing can make comics, or making story and I usually
compile them and make a book. There are the books about
that. Another example for example when students making
audio visual advertisement. This is an integration of skills
and knowledge. Skill about making video, speaking skill
and knowledge about what a good advertisement is. Later,
they show the advertisement in the classroom and other
groups comments on others product”
Furthermore, authentic assessment also assesses students to use knowledge,
skills, and attitudes in real life. The assessment tools should integrate real-life
context in which students can experience better. Alpha agreed with this statement.
She said, “The ability to use knowledge and skill can be observed in real-life. I
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
51
give assignment to students to listen to news and then they focus on one point
from the news which delivered in that morning, then it is explained in the
classroom” [Alpha34, REAL]. Furthermore, Charlie also holds similar beliefs as
stated in the interview excerpt below:
[Charlie11,REAL1]… So I bring up the idea about proposal of
improvement in which students. I asked students to come to tourists’
objects, temples, or museums. Then, they capture, with words, or by
taking pictures or videos. Then, they look for the bad points and good
pits. But I focus students to bring up the bad points. The bad points are
going to be used to make proposal of improvement… This is real,
because they find their own data by visiting the location. From here,
students are not only making descriptive text about the location they
visit but also making proposal. So they also learn how get permission
formally
b. Benefits of Authentic Assessment
The second area is teachers’ understanding about the benefits of authentic
assessment, with the total mean 3.33. The questionnaire result is presented in
Table 4.2 below and the mean distribution is presented in Figure 4.2 below.
Table 4.2 Understanding about the Benefits of Authentic Assessment
Item
No.
Statements Mean
12 Authentic assessment has meaningful and challenging tasks 3.31
14 Authentic assessment provides opportunities for students to
understand the criteria the teacher need to assess
3.31
16 Authentic assessment helps teachers to evaluate their own
teaching
3.38
3.33
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
52
Figure 4.2
Mean Distribution: Understanding about the Benefits of Authentic
Assessment
Teachers’ understanding about the benefits of authentic assessment is
represented by three statements of beliefs (see Table 4.2). The first is belief that
authentic assessment has meaningful and challenging tasks (X : 3.31). The second,
authentic assessment provides opportunities for students to understand the criteria
the teacher need to assess (X : 3.31). The last, it represents the belief that authentic
assessment helps teachers to evaluate their own teaching (X : 3.38). Since the
mean of this area is 3.33, it can be considered that teachers hold strong beliefs.
Authentic assessment gives many benefits both for students and teachers. As
shown in the questionnaire analysis, teachers belief that: (1) authentic assessment
provides meaningful and challenging tasks, (2) authentic assessment provides
opportunities for students to understand the criteria the teachers assess, and (3)
authentic assessment helps teachers to evaluate the learning process.
The interview excerpts which support the belief that authentic assessment
provides meaningful and challenging tasks are from Bravo and Charlie. Bravo
said, “…So we have to give something interesting and challenging
3.31 3.31 3.38
1
1.5
2
2.5
3
3.5
4
Q12 Q14 Q16
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
53
[Bravo15,MEAN1]. In questions 16, he also pointed out the importance of
meaning and challenging tasks as stated in the interview excerpt below:
[Bravo16,MEAN2] If it is not meaningful, what is the
point of learning? Learning has to create something
meaningful
Furthermore, Charlie agreed with the statement about providing meaningful
and challenging tasks for students. He explained about his experience in the
interview excerpt as follows:
[Charlie17,MEAN1] … when students do presentation. I
used to make mini seminar for students. So there are
moderator, presenter, and those who make minutes…
Later, all students ask questions to the presenter… From
there students learn to think critically, both for the
presenters and also for the audience. This is a meaningful
learning where students get information from their friends
and I like it
The interview excerpt below is Charlie’s statement which supports the finding.
[Charlie18,MEAN1] …Then when the material is
procedure text. What did they collect? There are clothes,
comics, painting, so it is not just about the procedure text
but also the product which were submitted. There is also
the video. The video where they make those products
Authentic assessment also makes sure that students know the criteria in
which they are going to be assessed. The beliefs teachers hold are shown in the
interview result. One of the interviewee said that, “Yes, especially when students
make presentation. I usually explain to them which are going to be assessed. So
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
54
the students are ready” [Alpha30,CRT]. The other interviewee stated, “Yes,
usually before I assign to students. Students have already prepared so the result is
also satisfactory because they are more ready” [Bravo30,CRT]”. In relation to
this statement, Charlie’s statement is as follows:
[Charlie22,CRT] Yes, we tell the criteria, for example in
making advertisement. In making advertisement, there are
lots of things to notice. Not only the writings are
persuasive but also colours and design are important, I
also assess those things. So the students do the task
seriously
Moreover, authentic assessment also enables teachers to evaluate the
learning process. Alpha agreed that evaluation is important in teaching especially
when she teaches different class. She said, “Yes, of course. It often happens when
I already explain certain material then I use certain methods, because it is related
to grammar so the students are less active. So in the other class I use different
method which can make students active in the classroom”. [Alpha28,EVA]
Another interview excerpt which support this belief is as follows:
[Bravo18,EVA1] Yes, that I always improve because it
might happen that the activities do not work because the
situation in each class is different. The students are also
different… So we have to be ready to change at time.
Because each class is different so I have to adapt.
[Bravo19,EVA2] I always try to do that. If not, the class
will not function properly, it can be too passive because
the condition of each class is different
From the above result it can be seen that the interviewees believe that
evaluation is an important process in teaching in which it has to be done every
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
55
time they teach. They believe it is crucial to change the instruction since it
influence students participation in the classroom.
c. Opinion about Authentic Assessment
The third area is opinion about authentic assessment. This area is
represented by five statements of beliefs. First is that authentic assessment is
applicable for todays’ teaching and learning (X : 3.46). The second is belief that
authentic assessment is practical (X : 3.08). The third is the belief that authentic
assessment should be applied to replace traditional form of assessment (X : 3.15).
The fourth is belief that authentic assessment focuses on the process of learning
(X : 3.23). The last is belief that authentic assessment is a continuous process (X :
3.15). The result is presented in Table 4.3 and Figure 4.3 below.
Table 4.3 Opinion about Authentic Assessment
Item
No.
Statements Mean
1 Authentic assessment is applicable for todays’ teaching and
learning 3.46
2 Authentic assessment is practical 3.08
3 Authentic assessment should be applied to replace traditional
form of assessment 3.15
10 Authentic assessment focuses on the process of learning 3.23
11 Authentic assessment is a continuous process 3.15
3.21
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
56
Figure 4.3
Mean Distribution: Opinion about Authentic Assessment
Based on the findings, the highest belief held by teachers is the belief that
authentic assessment is applicable for todays’ teaching and learning with mean
3.46. The lowest beliefs are the belief that authentic assessment is practical with
mean 3.08. Furthermore, we can say that teachers hold positif beliefs towards
authentic assessment since the opinion about authentic assessment has total mean
3.21.
The statements given by all the interviewees support the beliefs that
nowadays authentic assessment is more applicable especially for language
learning. First, Alpha said, ”Yes, this assessment is more suitable. It is suitable for
this new curriculum, I think. Although in the beginning I just know the surface.
But now it is easier” [Alpha12, APP]. Second, Bravo also said, “Yes, I think so.
It is suitable. We used to assess speaking, listening, and others” [Bravo10, APP].
3.46
3.08
3.15
3.23
3.15
2.8
2.9
3
3.1
3.2
3.3
3.4
3.5
Q1 Q2 Q3 Q10 Q11
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
57
Charlie’s statement which supports this statement is stated in the following
interview excerpt.
[Charlie5,APP] I think the most applicable one is this last
curriculum because it develops students’ competence more
and teachers are only facilitator. Actually for English, the
learning pattern like in curriculum 2013 has been applied
since curriculum 2004 and 2006.
The interviewees share similar idea about the practicality of authentic assessment.
They belief that authentic is practical since the rubrics for scoring are already
prepared as said by Alpha, “It is easier. The rubrics are already there”
[Alpha13,PRAC1]. She also said, “There is no difficulty. It is difficult in the
beginning but now not, it is no longer difficult” [Alpha14,PRAC2].
Moreover, authentic assessment is not just an alternative assessment but it is
applied to replace traditional form of assessment such as test. Test is still used
today but only one of the tools for grading. Charlie said, “Yes, there is a test in the
form of reading comprehension. It is just for complementing the other tasks, not
the main source. It is just to assess cognitive aspect” [Charlie21,REP3].
The other assessment tools such as portfolio, presentations, or observation
also contribute in determining students’ grades. Charlie said, I like product based
tasks. For example students make comic when learning about narrative. That is
one of the examples” [Charlie9,REP1]. He also shared his experience in the
following excerpt:
[Charlie11,REP2] For example material about descriptive
text, it is only for reference because the product is what I
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
58
call by proposal of improvement. … This descriptive is
used for foundation of making proposal of improvement.
So what we assess is the proposal of improvement
Another belief the teachers hold is that authentic assessment focuses on
process of leaning. This statement is supported by the result of the interview.
First, Alpha said that she appreciate the process of learning. Her statement is
presented in the interview excerpt below:
[Alpha35,PRO] I appreciate the process. For example, a
student thinks that writing is difficult. When we see the
result, it might not good, but I appreciate the process of
finding out and asking. That is written in the journal
Bravo also believes the importance of learning process as he is able to see
how students learn and their progress in learning. He said in the following
statement:
[Bravo19,PRO] And the process of learning is important.
We do not just see the result, but also the learning process.
For example we have to see how this student learns and
how the progress is although not in details. At least we can
see the whole picture in general
The next interview excerpt is from Charlie. He believes that the result of
learning cannot be separated from the process. He can observe students’ progress
during the process of learning. He stated:
[Charlie16,PRO2] Yes, mbak. The product students
create cannot be separated from the process. How the
process is, we can observe it. For example, sometimes I
am willing to give 2 learning hours for students just to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
59
browse. Other teachers might not like things like this but it
doesn’t matter for me. As long as the students really use
the time to look for information they need to finish their
tasks
The last belief teachers hold related to understanding of authentic
assessment is that authentic assessment is a continuous process. The result of
interview which supports this statement is as follows:
[Charlie16,CONT] … Learning is continuous. For
example when they are making paper and presenting it in
front of their friends. Students are learning new things
from their friends’ presentation. They also learn to respect
others when the presentation is conducted. This is actually
the process of learning itself. Well, I also learn from them
and it is something normal
d. Assessment Tools
The last thing which can be obtained from the interview analysis is
assessment forms and tools which teachers use in their classroom. The forms of
assessment which are used by participants in their classrooms were peer-
assessment, portfolio, observation, and performance assessment. The
questionnaire result also presents about the assessment tools teachers’ apply in
their classroom.
The assessment tools are used to assess students’ attitudes, skills, and
knowledge. The result of the questionnaire shows that teachers use self-
assessment, peer-assessment, observation, journal, and interview to assess
students’ attitudes. In assessing students’ knowledge teachers use assessment tools
such as written tests, oral tests, project design, presentation, portfolio, observation,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
60
and journal. Furthermore, in order to assess students’ skill teachers use assessment
tools which are project, portfolio, presentation, and oral reports.
B. Discussion
From the findings presented above, I discussed and interpreted them using
related theories to find out the beliefs that teachers hold about authentic
assessment in curriculum 2013. The first discussion is divided into four areas
which are represented into sixteen statements about characteristics of teachers’
beliefs. It is to answer the question “What are teachers’ beliefs about authentic
assessment in curriculum 2013?” directed in chapter 1. The discussion is based on
the result of questionnaire and interview. The triangulation is applied to analyse
the data.
1. Roles of Authentic Assessment
Teachers have to understand the role and purpose of assessment in learning.
In the area of language learning, O’Malley and Pierce (1996) believe that
assessment in language learning should identify students’ eligibility for certain
language program, be used to determine students’ language proficiency and
competencies, determine students’ achievement and competences, be used to
monitor students’ progress, be used to evaluate the programs, and guarantee the
achievement of learning goals.
There are eight statements of beliefs which represent teachers’
understanding of the role of authentic assessment. First, authentic assessment
provides information about students’ strengths and weaknesses. It is concluded
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
61
that teachers’ beliefs about this statement is high since the questionnaire result
shows mean 3.15. This is one of the lowest mean reported from the questionnaire.
However, the interview analysis shows that teachers hold strong beliefs.
[Alpha31,SnW] Yes, we can see directly students’
strengths and weaknesses. For example, this student has
difficulties in this topic in terms of vocabulary, this one is
better. Then I write note and then later I explain those
things which are difficult for students. So the students
know which they have to improve
Another interviewee holds believe that students’ strengths and weaknesses can be
observed from one project only. He said “Yes, it is true. … Even the strengths,
weaknesses, attitudes, skills, and knowledge can be assessed only from one
project” [Charlie13,SnW]. The second interviewee, moreover, believes that
students’ strengths and weaknesses can be observed when students do the
presentation. It can be seen in the interview excerpt below.
[Barvo14,SnW] Yes, of course. We can observe students’
strengths and weaknesses for example when they do
presentation. We can observe one by one in detail. The
strengths of this student, the weaknesses of the other
students can be observed when they do presentation
Hambleton (1996) pointed out that performance assessment can be used to
assess students’ strengths and weaknesses. Similarly, Hart (1994) stated that
teachers can determine students’ strengths and weaknesses by observing them.
Teachers can also determine students’ interests and attitudes towards learning.
Assessment tool such as portfolio provides information about students’ abilities,
learning styles, and background and supports different intelligences (Hart 1994,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
62
Puckett and Black 2000). Performance assessment also allows teachers to assess
strengths and weaknesses of each student. Hence, portfolio and performance helps
teachers to develop learning materials and activities which accommodate varied
learning styles and abilities.
Secondly, teachers hold belief that authentic assessment allows teacher to
determine students’ skills and knowledge. The finding is shown by the mean 3.31
which is considered as strong and is supported by the interview result as follows:
[Charlie6,SnK] “So during the learning process, speaking
skills appears when they answer question dan presentation,
for example. That is really authentic, not just at that
moment. During the learning process, we know how they
answer questions, how they use the language, to present
their ideas”
The interviewee believes that to determine students’ knowledge and skills,
teachers can use all assessment tools. Assessment tool such as presentations can
be used to determine their skills in using the target language and in presenting
ideas as well as knowledge about materials presented. It means that teachers are
able to have complete description about students’ skills and knowledge by using
only one project or task. It is similar to what one of the interviewees said, “Even
the strengths, weaknesses, attitudes, skills, and knowledge can be assessed only
from one project” [Charlie13,SnK]. One of the interviewees seemed to be agreed
with this statement. She said, “For example the material is about information of
report, students are doing presentation. I can see how far this students’ skill is, and
how his understanding about the learning material” [Alpha21,SnK]
Majid (2014) argues that authentic assessment form gives direct proofs
about students’ knowledge and skills. Oral interview, story-telling, and oral
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
63
reports are examples of assessment which can be used to determine students’
comprehension, language proficiency, reading strategies, and language
development (O’Malley and Pierce 1996).
Teachers also hold belief that authentic assessment provides information
about students’ learning achievement. The finding shows that based on the
questionnaire result, teachers hold strong beliefs towards this statement which is
shown by the mean 3.38. It is the highest mean in the first area of teachers’
beliefs. The following excerpt of interview also supports this finding:
[Alpha32,ACHV] Learning achievement can also be seen
from the forms of assessment. Not all assessment can be
seen the achievement. For example from writing I can see
how far students learn. In presentation I cannot do this
The interviewee believes that learning achievement can be determined using
authentic assessment tools. However, she cannot determine students’ learning
achievement through presentation. Furthermore, another interviewee believes that
portfolio can help teachers see how far students understand the materials.
[Bravo17,ACHV] Yes, because for example for writing,
we collect them into portfolio. From the portfolio we can
see how far students understand the material and how far
their development is
Charlie also believes that the project-based tasks he assigns to his students
can determine students’ learning achievement. It is shown in the interview excerpt
as follows:
[Charlie12,ACHV]…the target is to teach students to be brave dan
teach that they have the rights to give suggestions to a certain
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
64
organizations. From those projects we can determine how far students’
development is in learning process (Heru/Q12)
As proposed by Van Wyk and Carl (2010) and Hart (1994), authentic
assessment provides complete description of students’ performance, growth, and
progress. Majid (2014) also believes that information about students’ learning
achievement can be obtained from authentic assessment. Furthermore, portfolio
contains evidence of students’ individual skills as well as ideas, interest and also
accomplishment. Portfolio is an assessment tool which documents learning
overtime (Hart, 1994). It is important for teachers to know students’ learning
achievement in order to determine their learning progress. Each student achieves
different results in learning because of the differences of learning styles. It can
help teachers to provide tasks which facilitate their learning achievement.
Authentic assessment promotes development in learning compare to
traditional assessment such as test. Students develop learning over time. Authentic
assessment forms are able to promote students’ learning development. Belief
about this statement reaches 3.31. The interview result which supports this belief
is as follows:
[Alpha36,DEV1]For example when there is a special
student in the class, we have to make students active so
that their attitudes change. There is one or two students
whose attitude do not change, do not develop… But there
is a change on passive students because they have to
participate, so they still participate… But, yes, I feel
students are more obvious in terms of development.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
65
From the result of interview above, it seems that students who are passive in
the classroom become more active during the learning process. However, there is
only a little development on students.
[Alpha37,DEV2]Yes, it can be. For the students who are
passive in the classroom, they become more active
although it is just a little. But yes, they are develop
Similarly, Bravo confesses that his students improve when they engage in
interesting and challenging activities. “Yes, it is like that. When students are given
something interesting, challenging, they will improve more” [Bravo21,DEV]
Furthermore, another interviewee, Charlie, believes that the tasks he assigns
to his students improve many aspect of students’ learning. The tasks improve
students’ vocabulary, students’ ability to comprehend reading texts, and students’
ability to deliver the information. He explains that he also gains knowledge as his
students introduce new information. It is supported by the following interview
excerpt:
[Charlie14,DEV]… and this of course develops them
such as vocabulary because they have to read books in
English. Also they get knowledge from what they read.
Moreover, they also learn how to present their paper,
make the listener understand what they write, learn how to
deliver information. Of course this promotes their
development, not just in terms of using the language but
also other aspects such as what I mentioned before. This is
exciting, even for me. Sometimes I do not understand the
material they present, but I as I read the papers before, I
try to understand. I do not want to disappoint them. They
have worked hard so I have to work hard to read their
papers. So I also learn from them, I gain information and
knowledge from their papers. We do not need to be
embarrassed, it is acceptable for us to learn from our
students
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
66
Similarly, he also stated that by assigning students to find uncommon topic for
their tasks, he believes that students gain knowledge. The following is the
interview excerpt:
[Charlie17,DEV] “… For example if it is explanation
text, do not just explain about rainbow or tsunami. That is
common. So I asked students to find something different,
something new, which they are curious about, uncommon
phenomenon. So, students get more knowledge. Their
vocabulary is also improved”
Wiggins (1998) believes that assessment should educate and improve
students’ performance. Portfolio as an assessment tools provide opportunities for
students to improve their knowledge and skills. Portfolio allows students to
monitor their own progress and be more autonomous (O’Malley and Pierce 1996).
Portfolio should provide opportunity for students to set their own improvement
goals. The opportunity for students to assess their own learning promotes
students’ development.
The fifth belief which represents teachers’ understanding on the role
of authentic assessment is related to motivation. It is believed that authentic
assessment motivates students in learning. Motivation is important in learning
since it can determine the success of learning. Statement about motivation reaches
3.23. Hence we can infer that teachers have strong belief towards the statement. It
is also supported by the interview result as follows:
[Alpha25,MOT]In group presentation it is more obvious
because in the group usually students try to be perfect…
Enjoyable and comfortable learning is important so that
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
67
teachers have to find something which can make students
enthusiastic in learning and also comfortable
The second interviewee also explains that when students have sense on
competition, they are excited and motivated especially to ask questions to the
presenters. He said, “…Here students like doing project presentation because they
want to have competition. Students were happy and excited” [Bravo13,MOT].
Students also show their enthusiasm. He stated, “Of course we can. We can see
students’ enthusiasm in doing their tasks” [Bravo14,MOT]. He also explained
that students who are passive become more active in the classroom.
[Bravo15,MOT]. Right, it can motivate students. These
students, without being motivated, sometimes they are very
passive in the classroom
Furthermore, the third interviewee, Charlie, explain that he had done many
project with his students. It is stated in the following interview excerpt:
[Charlie18,MOT]. Yes, very. Sometimes an hour is not
enough to do presentation for one group because it is very
fun in the classroom. I enjoy it and the students do too.
They are motivated, too. Even when I was in SMA 2, I
made an advertisement competition. I invited friend form
ISI and FB UGM to judge. When I was in SMA 7, I made
a festival. I invited HARIAN JOGJA to report the event.
And students were very happy. They are motivated to
produce the best they can (Heru/Q18)
He really appreciates students’ hard work so that he decided to make event
to present his students’ work. Indisputably, this event really motivates students to
do their best to finish the tasks. From this interview, we can infer that in order to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
68
motivate students, teachers have to give them interesting and challenging tasks.
Teachers should use the resources they have to make the learning meaningful.
Students are required to be active learners and do something different. Students
set their own goal and work based on their interest. The learning is not teacher-
centred but more students-centred in which students set their own improvement
goals and work on their own pace.
O’Malley and Pierce believe that being self-regulated learners allows
students to make their own choices, select their own learning activities, and plan
to use their time and resources. As shown in Charlie’s experience, teachers only
gave tasks and topics. Students set their own goal, find their own materials, and
use their own resources to complete the tasks. These learning activities are more
meaningful for students.
Furthermore, authentic assessment not only promotes learning development
but also higher order of thinking. It is shown by the questionnaire result which is
3.15. The interviewee also supported this finding as seen in the following
interview excerpt:
[Charlie14,HO]. … Even I gave them a task in which they
have to write simple thesis. So students in grade 11 make
paper. It will be tested just like a thesis … They learn to
write background of the problem, organizing hypotheses,
analysing data, and reporting findings both written and
spoken… Even there was student who came the library of
UGM to find related theories. Is in it incredible?
Activities such as observing, questioning, associating, experimenting,
drawing conclusion, and communicating are important in developing students’
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
69
high order of thinking. These learning activities are suggested in curriculum 2013
which is called scientific learning approach. In this approach, students are
expected to solve problems through series of inquiry activity as described
previously. Hence, the interviewee expects his students to also solve problems by
doing experiment on their own. As Anderson and Krathwol (2001 in Majid 2014)
state that high order thinking skill activities include remembering, understanding,
applying, analysing, evaluating, and creating.
O’Malley and Pierce (1996) believe that through projects, experiments, and
demonstrations students are able to understand the concept, methods, and the use
of language. Gulikers, Bastiaens, and Kirschner (2004) believe that the goal of
authentic assessment is the acquisition of high-order thinking process and
competences. It gives stimulation to students in order to have deeper learning.
Authentic assessment emphasize on high level thinking ability (Richardson,
Morgan, and Fleener 2009 in Abidin 2014) and organization of knowledge (Hart
1994).
The interviewee decided to give such tasks because he believes that his
students have the competences to do so. The task is suitable with students’ level
of competence and language proficiency. It is stated in the interview excerpt
below:
[Charlie15,HO]Students already have the competences
because they have good input, so why don’t we give them
the tasks which are suitable with their actual competences?
I think that way. Do not just give them something which, I
am sorry, trivial. For example writing a letter, which is not
suitable with the level of the students here
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
70
Project-based tasks are also required students to do presentation. When the
students are doing presentation, the interviewee also motivates students to think
critically by giving questions to the presenter. He asks his students to make
difficult questions in order to observe how well the students understand the
material presented.
[Charlie17,HO]… so when their friends are doing
presentation … I encourage them to “kill” the presenters
with their questions… I always asked them to make
difficult questions, if it is possible is not a one-stop
questions but a questions which can bring up other
questions… From that experience, they learn to think
critically, for the presenter and also for the audience
Through the tasks and activities explained by the interviewee, we can
consider that the students learn not only to use their writing skill to produce good
paper but also to learn to think critically. Students engage in activities in which
language is important for understanding knowledge and delivering their ideas.
Assessment form such as observations can be used by teachers to observe
everything happens in the classroom.
The next belief related to the understanding of the role of authentic
assessment is that authentic assessment uses tasks which require students to
integrate skills and knowledge. This statement reaches mean score 2.15. It
indicates that teachers believe tasks given to the students should empower
students to integrate knowledge and skill. Rennert-Ariev (2005) claims that
authentic assessment requires students to integrate multiple knowledge and skills.
Similarly, performance assessment expects students to use their knowledge and
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
71
skills effectively to solve problems. The interview result which supports this
belief is as follow:
[Charlie9,INT] “ … I always encourage students to
produce something based on their creativity. For example
when students learning about narrative, those who like
drawing can make comics, or making story and I usually
compile them and make a book. There are the books about
that. Another example for example when students making
audio visual advertisement. This is an integration of skills
and knowledge. Skill about making video, speaking skill
and knowledge about what a good advertisement is. Later,
they show the advertisement in the classroom and other
groups comments on others product”
In developing assessment tools, teachers need to focus on students learning,
make sure that students produce high-quality products, and help students to use
the resources to improve their performances (Wiggins 1998). This statement is
related to the previous belief in which the interviewee gives tasks to his students
such as experiments and projects. By making papers and present them, students
are required to integrate their knowledge and skills. Not only that, integration on
knowledge, skills, and attitudes is needed when students are working in group.
Lastly, teachers believe that authentic assessment measures students’
capability to use knowledge, skills, and attitudes in real life. As shown in the
finding, this statement reaches mean by 3.23. The result is supported by the
interview excerpt as follows:
[Alpha34,REAL]The ability to use knowledge and skill
can be observed in real-life. I give assignment to students
to listen to news and then they focus on one point from the
news which delivered in that morning, then it is explained
in the classroom
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
72
The interviewee accommodates students to experience real-life context by
asking them to listen to morning news. She understands that real-life context is
important for students. Wiggins (1998) shares the same beliefs in which the task
should be designed to help students experience in real-life contexts. Authentic
assessment tasks should bring students to experience meaningful tasks in “real
world” context (Wiggins 1989 in Mazarno, Pickering, & McTighe 1993; Nitko &
Brookhart 2011).
Furthermore, the interview excerpt below also shows that teacher
understands the importance of giving opportunity to students to experience real
life. This interviewee gave students a task which requires them to learn outside the
classroom.
[Charlie11,REAL1]… So I bring up the idea about
proposal of improvement in which students. I asked
students to come to tourists’ objects, temples, or museums.
Then, they capture, with words, or by taking pictures or
videos. Then, they look for the bad points and good pits.
But I focus students to bring up the bad points. The bad
points are going to be used to make proposal of
improvement… This is real, because they find their own
data by visiting the location. From here, students are not
only making descriptive text about the location they visit
but also making proposal. So they also learn how get
permission formally
Task such as group work also help students to experience working in real-
life context. They learn to work with others who have different opinions, language
competence, ideas, attitudes towards the task, and communication skill. They
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
73
learn how to accommodate those differences in order to successfully finish the
task.
[Charlie12,REAL2]…For example in group work.
Students have to be able to work with anyone so they will
try their best to solve all problems which might appear
such as if they have different opinion so they learn to
respect different opinion, not being selfish, and being
tolerant
The following interview excerpt also shows that teacher understands the
importance of real-life context for his students.
[Charlie20,REAL3] I don’t like when, for example,
listening focuses only a material and uses headset. It is
because in real world, we cannot speak to others without
any single obstacle. There must be noise for example the
noise from the car pass by or there are people near us who
are also having talk. So listening to others who do
presentation is more real
Hence when students have opportunity to learn in real life context, students
experience meaningful learning. The teacher also understands the importance of
students’ attitudes in learning such as communication skills and the ability to
overcome problem while they are finishing the tasks. Such skills are beneficial in
real life.
2. Benefits of Authentic Assessment
Authentic assessment is suggested to be applied in todays’ learning because
it has certain advantages. Hence, teachers should understand these advantages of
using authentic assessment in their classroom. The questionnaire statements
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
74
addressed in this study which represents the benefits of authentic assessment are:
(1) authentic assessment provides meaningful and challenging tasks, (2) authentic
assessment provides opportunities for students to understand the criteria the
teachers assess, and (3) authentic assessment helps teachers to evaluate the
learning process.
Authentic assessment is believed to provide meaningful and challenging
tasks. This result of questionnaire for this belief reaches 3.31. The interview
finding which supports the belief that authentic assessment provides meaningful
and challenging tasks was stated by Bravo. “…So we have to give something
interesting and challenging” [Bravo15,MNG1]. He believes that the point of
learning is to create something meaning. It is stated in the following interview
excerpt:
[Bravo15,MNG1] If it is not meaningful, what is the point
of learning? Learning has to create something meaningful
From the finding above we can infer that teachers believe the importance of
meaningful and challenging learning. Similarly, the second interviewee believes
that students experience meaningful tasks in order to learning during the learning
process. He stated:
[Charlie17,MNG1]… when students do presentation. I
used to make mini seminar for students. So there are
moderator, presenter, and those who make minutes…
Later, all students ask questions to the presenter… From
there students learn to think critically, both for the
presenters and also for the audience. This is a meaningful
learning where students get information from their friends
and I like it
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
75
The teacher also points out about procedure texts in which students do not
only produce the text but also the product resulted from the procedure. He
believes that it is meaningful for students because they can apply the text they
make in real life. This task also gives opportunities for students to challenge
themselves by producing something. This is explained in the interview excerpt as
follows:
[Charlie18,MNG] …Then when the material is procedure
text. What did they collect? There are clothes, comics,
painting, so it is not just about the procedure text but also
the product which were submitted. There is also the video.
The video where they make those products
Authentic assessment should provide authentic tasks and the tasks should be
meaningful and challenging in order to motivate students. From the interview
excerpts above we can infer that teachers hold beliefs about this. As Brookhart
(2011) claims that authentic assessment allows students to experience meaning
tasks by applying in real world situation.
The second benefit of authentic assessment is that the criteria to assess
students are presented to the students in the beginning. The finding shows that this
belief reaches 3.31. It is also supported by the interview result below:
[Alpha25,CRT]Yes, especially when presentation. I
usually explain to students which are going to be assessed.
So the students are ready
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
76
Another interviewee, Bravo, stated that before he assigns his students he explains
the criteria for grading in order to gain satisfactory result. The following interview
excerpt explains that statement.
[Bravo30,CRT]Yes, usually before I assign to students.
Students have already prepared so the result is also
satisfactory because they are more ready
From those interview excerpts we can infer that teachers present the criteria
for grading since it influence the result of learning. The result of the task is more
satisfactory when students know what to assess since they can focus to
accomplish the goal and to match the criteria. The third interviewee also states
similar thing.
[Charlie22,CRT]Yes, we tell the criteria, for example in
making advertisement. In making advertisement, there are
lots of things to notice. Not only the writings are
persuasive but also colours and design are important, I
also assess those things. So the students do the task
seriously
One of the characteristics of authentic assessment is that the criteria are
explained before (Richardson et al. 2009 in Abidin 2014). O’Malley and Pierce
(1996) claim that in portfolio the criteria are clearly stated. Assessment tools such
as portfolio, story-telling, and projects should have clearly stated criteria.
The last benefit of authentic assessment is that authentic assessment enables
teachers to evaluate their own teaching. The result for this statement is 3.38. It
means teachers hold strong belief about the benefits of assessment which is able
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
77
to evaluate teaching and learning in the classroom. The finding from the interview
also supports this result as presented in the following interview excerpt.
[Alpha28,EVA] Yes, of course. It often happens when I
already explain certain material then I use certain
methods, because it is related to grammar so the students
are less active. So in the other class I use different method
which can make students active in the classroom
From the above result it can be seen that the interviewees believe that
evaluation is an important process in teaching in which it has to be done every
time they teach. Similarly, Bravo said:
[Bravo18,EVA] Yes, that I always improve because it
might happen that the activities do not work because the
situation in each class is different. The students are also
different… So we have to be ready to change at time.
Because each class is different so I have to adapt
It is also crucial to change the instruction since it influence students
participation in the classroom. Evaluation becomes an important part in teaching
especially if teachers want to use different teaching techniques and learning
activities.
3. Opinion about Authentic Assessment
Teachers have their own opinion towards learning and teaching. Teachers’
opinion about authentic assessment is important in shaping someone’s beliefs. In
this study, the statements which represent teachers’ opinion about authentic
assessment are: (1) authentic assessment is applicable in todays’ teaching and
learning, (2) authentic assessment is practical, (3) authentic assessment should
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
78
replace traditional forms of assessment, (4) authentic assessment focuses on the
process, and (6) authentic assessment is a continuous process.
The first statement which represents teachers’ beliefs is related to the
application of authentic assessment in todays’ learning especially for language
learners. Authentic assessment is more suitable for language learners since it
focuses on assessing students’ performance. Traditional assessment such as test
cannot describe students’ achievement comprehensively. Traditional assessment
only assesses students’ achievement at a particular time. Assessment should not
limit on the result of learning but also on the process and product. Nowadays,
students’ learning cannot be assessed within short time (Mumme 1991; Romberg
1993 as cited in Birgin and Baki 2007). Hence, assessment tool such as test are no
longer suitable for todays’ learning environment.
The finding shows that this statement of belief is the highest belief held by
teachers which reaches 3.46. The result shows that this is the highest mean. This
shows that teachers hold strong belief that authentic assessment is more suitable
for students especially in curriculum 2013. This finding is supported by the result
of the interview:
[Alpha12,APP] Yes, this assessment is more suitable. It is
suitable for this new curriculum, I think. Although in the
beginning I just know the surface. But now it is easier
In curriculum 2013, authentic assessment is more suitable since it describes
the development of the students (Majid 2014). Since curriculum 2004, assessment
tools such as portfolio, presentation, project, oral reports, portfolio, and story-
telling are suitable especially in language learning context. Through such
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
79
assessment tools, language skills, speaking, listening, reading, and writing, are
assessed individually by giving them tasks. It is also expressed by another
interviewee who believes that authentic assessment is suitable for assessing
speaking and listening. He said, “Yes, I think so. It is suitable. We used to assess
speaking, listening, and others” [Bravo10,APP].
Similarly, the other interviewee, Charlie, said that the use authentic
assessment in curriculum 2013 is the most applicable. The tasks given to students
are authentic and able to assess students.
[Charlie5,APP] I think the most applicable one is this last
curriculum because it develops students’ competence more
and teachers are only facilitator. Actually for English, the
learning pattern like in curriculum 2013 has been applied
since curriculum 2004 and 2006
Richardson, Morgan, and Fleener (2009 in Abidin 2014) also state that
teachers should be model and friends for students. Shepard (2000 in Birgin and
Baki) also believes that it is needed for teacher to assess students during their
learning experience both individual performance and group performance. Hence,
it is in line with Charlie’s statement that he assesses students using the given
tasks, not just in the end of the learning process. He stated, “Right, I completely
agree. The tasks given to students can be used to assess students. And the tasks
are also authentic” [Charlie7,APP]
The next statement is about the practicality of authentic assessment.
Although teachers find difficulties in using authentic assessment forms and tools
in their classroom (Retnawati, Hadi, and Nugraha 2016), the finding of this study
shows that authentic assessment is considered to be practical with mean 3.08.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
80
Although the mean for this statement is the lowest, it is still considered that
teachers’ belief about the practicality of authentic assessment is strong. The result
from interview also supports this finding. Alpha said “It is easier. The rubrics are
already there” [Alpha13,PRAC]. Therefore, she didn’t find difficulties in using
the assessment tools in her classroom.
“There is no difficulty. It is difficult in the beginning but
now not, it is no longer difficult”
Observation is one of the assessment tools which is more practical compare
to the other assessment tools. Teachers do not need to spend much time (O’Malley
and Pierce 1996). It is also simple and cheap. Teachers only need observations
checklist. Teachers can also do the observations at any time during the learning
process. In curriculum 2013, teachers usually use observations to assess students’
attitudes (Education Minister Issue No. 66 2013).
Meanwhile, the low number shown in the questionnaire result might be
related to the fact that some assessment tools are not practical especially in terms
of grading. Portfolio is assessment tool which is considered to be impractical
because teachers need more time for checking students work and grading (Birgin
and Baki 2007).
Teachers also hold strong beliefs that authentic assessment form should
replace traditional form of assessment such as traditional tests. The questionnaire
result shows that the mean for this statement is 3.15. Miller, Linn, and Gronlund
(2009) also have the same opinion. They believe that test only labelling students
based on grades, high and low grades. This is not suitable since learning process
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
81
happens continuously. Miller, Linn, and Gronlund also believe that test has effect
on students’ anxiety. Getting low grade may affect students’ self-esteem which
may hinder their development. Hence, authentic assessment tools are suitable to
replace traditional tests.
The interview result supports this finding. Bravo believes that test only
assess students’ cognitive aspect, not the whole learning process. He said, “Yes,
the test just describes knowledge and cognitive, and it cannot assess the whole
students’ learning result [Bravo27,REP]. This finding confirms what Santrock
(2007 in Majid 2014) said about traditional assessment. Traditional assessment,
according to Santrock, does give whole description of students’ ability. Test is
only a time assessment.
In language learning, teachers should assess students’ oral proficiency
regularly (O’Malley and Pierce 1996) in order to get the whole picture of
students’ development. Assessment in language learning, moreover, should be
able to give description of students’ language proficiency, determine students’
skills and competencies, and evaluate the learning process (O’Malley and Pierce
1996). Hence, teachers should provide more suitable assessment tools to assess
students.
The interview finding shows that teachers use assessment tools which assess
the whole aspect of learning. A product based task is given as assessment tools to
replace traditional assessment.
[Charlie11,REP]. For example material about descriptive
text, it is only for reference because the product is what I
call by proposal of improvement. So, what I understand
from students’ competence is that they already know what
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
82
descriptive text is. They do not come from ”bad” school.
Their previous schools are the best schools in Jogja. They
must have been understood things like this. So I just
reviewing what descriptive text is. I do not need to explain
much because I think it is not necessary. This descriptive
is used for foundation of making proposal of
improvement. So what we assess is the proposal of
improvement (Heru/Q11)
By using authentic assessment tools, teachers are able to assess not just the
product but also students’ skill, understanding of the materials, attitudes towards
the learning, and knowledge. Sometimes teachers do not give explain the
materials since students learn on their own. This kind of learning promotes self-
directed learning.
The next belief teachers hold is that authentic assessment focus on the
learning process, not only the product of learning. The finding of the
questionnaire shows this belief has mean 3.23. It shows that teachers consider the
process of learning is also important to assess. The interview result supports this
finding.
[Alpha35,PRO] I appreciate the process. For example, a
student thinks that writing is difficult. When we see the
result, it might not good, but I appreciate the process of
finding out and asking. That is written in the journal
Similarly, the other interviewee, Bravo, also stated about the importance of
learning process.
[Bravo19,PRO]And the process of learning is important.
We do not just see the result, but also the learning process.
For example we have to see how this student learns and
how the progress is although not in details. At least we can
see the whole picture in general
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
83
Moreover, the third interviewee believes that learning product cannot be
separated from its process. He said as follows:
[Charlie16,PRO]Yes, mbak. The product students create
cannot be separated from the process. How the process is,
we can observe it. For example, sometimes I am willing to
give 2 learning hours for students just to browse. Other
teachers might not like things like this but it doesn’t matter
for me. As long as the students really use the time to find
information they need to finish their tasks
Hambleton (1996) and Richardson (2009 in Abidin 2014) hold similar
belief. They believe that the process and product of learning are assessed.
Performance assessment provides bases for teachers in assessing the process and
products of learning (Hambleton 1996). The effectiveness of the process and
product of learning can be assessed in performance assessment form (Miller,
Linn, and Gronlund 2009).
Other form of assessment such as observation also provides description of
the process that students undergo in finishing their tasks. Teachers are able to
observe daily interaction between students and make sure that students do their
tasks properly (O’Malley and Pierce 1996). Hence, the process in which students
finishing their can be observed using performance assessment and observation.
Learning is not a one-time process. It is a continuous process which occurs
over time. The assessment given to students should also be continuous. Authentic
assessment contributes in the continuous process of learning. Teachers hold
positif beliefs about this as shown by the mean 3.15 from the questionnaire
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
84
finding. This finding is similar to the interview result in which teacher hold the
same belief about authentic assessment.
[Charlie16,CONT]… Learning is continuous. For
example when they are making paper and presenting it in
front of their friends. Students are learning new things
from their friends presentation. They also learn to respect
others when the presentation is conducted. This is actually
the process of learning itself.
Theoretically, Puckett and Black (2000) also pointed out that authentic
assessment is an on-going process which occurs in many contexts. Learning does
not only occur in the classroom but also outside the classroom in real world.
Hence it is important that teachers asses students’ continuously, not just one time
test. As stated by Van Wyk and Carl (2010) that continuous assessment is the
main aspect of learning, “assessment process must contribute to the advancement
of learning” (p.143)
It is important for teachers to make sure that students make progres during
the learning process. Portofolio is a form of authentic assessment which allows
teacher to look at students’ work which is recorded continuously. Portfolio helps
teacher to achieve that goal. Portfolio shows collections of students’ work which
documents their efforts, progress, and achievement over period of time (Asturias
1994 in Birgin and Baki 2007).
4. Authentic Assessment Tools
From the result of the questionnaire and the interview we can also determine
assessment tools which are employed by teachers in the classrooms. As in
curriculum 2013, teachers are required to assess students’ attitudes, knowledge,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
85
and skills. In order to assess them, several assessment tools can be employed. This
part is explained the assessment tools teachers use in their classroom based on the
finding from questionnaire and interview.
The assessment tools to assess students’ attitudes employed by teachers are
self-assessment, peer-assessment, observation, journal, and interview. In assessing
students’ knowledge teachers use written tests, oral tests/reports, project design,
peer-assessment, group-assessment, presentation, portfolio, experiments, story-
telling, observation, and journal. Furthermore, assessment tools teachers use to
assess students’ skills are project, portfolio, presentation, oral reports, peer-
assessment, group-assessment, and experiments.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
86
CHAPTER V
CONCLUSION, IMPLICATION, AND RECOMMENDATION
This chapter is divided into three sections. The first section is conclusion
obtained from the discussion in chapter 4. The second section is implication for
addressed for English teachers. The last section presents recommendation for
further studies regarding teachers’ beliefs towards authentic assessment.
A. Conclusion
This study was conducted to explore the beliefs that teachers hold towards
authentic assessment. Based on the data, teachers hold strong beliefs towards
authentic assessments. The beliefs teachers hold are divided into three aspects,
opinion about authentic assessment, understanding about role of authentic
assessment, and understanding about benefits of authentic assessment. There is
also explanation about assessment tools which teachers employ in their classroom.
Teachers believe that authentic assessment is applicable for todays’
learning. Traditional assessment such as test is no longer suitable since it only
assess students’ at one time while students’ learning over time. Authentic
assessment provides holistic picture of students’ knowledge, skills, and attitude as
well as their learning progress. Hence, authentic assessment should replace the
traditional assessment. Test only gives label to students which may affect
students’ anxiety (Miller, Linn, and Gronlund 2009).
Authentic assessment is practical. This is the belief teachers hold about
authentic assessment. Authentic assessment is considered to be practical since
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
87
schools already prepare the rubric for assessment. O’Malley and Pierce (1996)
also claim that authentic assessment such as observation is simple and practical. It
is less time-consuming.
Teachers hold beliefs that authentic assessment focuses on the learning
process and is a continuous process. Learning process is important since it
determine the success of learning. the product of learning cannot be separated
from its process (Miller, Linn, and Gronlund 2009). Therefore, authentic
assessment is considered as continuous. Learning is a continuous process that is
why assessment should also be continuous. Authentic assessment document
learning progress and process. Portfolio is one of the assessment tools which
documents students’ work over time.
Teachers also believe that authentic assessment can be useful for teachers to
obtain information about students’ strengths and weaknesses. When students do
presentation and project, teachers are able to determine students strengths and
weaknesses. Similarly, teachers can determine students’ knowledge and skills
through tasks they assign to students. Assessment tools such as portfolio, project,
presentation, story-telling, and oral reports provide information about students’
skills and knowledge as well as students strengths and weaknesses.
Moreover, authentic assessment also provides information about learning
achievement. Van Wyk and Carl (2010) believe that description about students’
performance, growth, and progress can be obtained from portfolio. Authentic
assessment also promotes students’ development because students engage in
interesting and challenging activities. It is related to motivation. Teachers also
believe that authentic assessment motivates students. The interviewees believe
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
88
that sense of competition motivates students. Those who are passive become more
active.
Furthermore, authentic assessment promotes higher order of thinking
process. When students are doing presentation, making paper, doing experiment
and reporting, they are acquire higher order thinking process as stated by
Gulikers, Bastiaens, and Kirschner (2004) that the goal of authentic assessment is
acquisition of higher order of thinking process. Authentic assessment help student
learn to think critically.
Moreover teacher hold believe that authentic assessment promote
integration of skill and knowledge and assess student to use skill and knowledge
in real life. Rennert-Ariev (2005) claims that authentic assessment requires
integration of mutiple knowledge and skills. This study found that teachers
provide tasks which present opportunities of student to use knowledge and skill to
solve problems especially when they are working in group. Presenting task which
brings student to experience of real life context create meaningful learning.
Teacher also believe that authentic assessment provide meaningful and
challenging task. They believe that bringing student to learn in real-life situation
promote learning development.
This study finds that authentic assessment provide opportunities for student
to understand the criteria for assessment. O’Malley and Pierce (1996) stated that
the criteria for grading are clearly stated in portfolio. Teachers believe that when
the criteria of grading to the students are explained before, the result is more
satisfactory. Lastly teachers hold belief that authentic assessment can be used to
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
89
evaluate learning process. Majid (2014) claims that authentic assessment is a tool
to improve assessment process and teaching quality.
B. Implication
The research findings provide some recommendation related to teachers’
beliefs about authentic assessment. The implications are addressed to English
teachers in order to accomplish appropriate changes. English teachers should
understand the purpose of learning English. Then they should understand the
purpose of assessment in English language learning. Teachers should understand
that language is a mean of communication. Students use language, English, to
learn other things. Hence, teachers do not directly teaching grammar but give
more emphasize on providing meaningful and interesting tasks to facilitate
students’ learning.
Furthermore, learning should be students-centred. Hopefully, the result of
this study is able to change teachers’ paradigm related to authentic assessment and
English learning. Teachers should understand that authentic assessment provide
complete description about students such as strengths and weaknesses. As a result,
students become more active learners and more teachers use authentic assessment
effectively.
C. Recommendations
Recommendation is defined from limitation in conducting the studies.
Based on the limitation of this study, I would like to suggest several things for the
future researchers related to authentic assessment.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
90
First, I suggest future researchers to conduct similar studies with more
research participants. This study only selected three senior high schools in
Yogyakarta. Therefore, future researchers who want to conduct similar study
should consider involving more schools in the research considering that
curriculum 2013 has been broadly implemented.
Second, similar study on teachers’ beliefs can be conducted in Junior High
school level. It is also suggested to conduct study about students’ beliefs towards
authentic assessment. It will be interesting if the researchers can compare the
beliefs teachers hold and the beliefs students hold. Third, study about
implementation of authentic assessment is important. It is to determine the success
of applying authentic assessment as well as evaluate its implementation.
Therefore, teachers are able to gain more understanding on authentic assessment.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
91
REFERENCES
Abidin, Y. (2014). Desain Sistem Pembelajaran dalam Konteks Kurikulum 2013.
Bandung: PT Refika Aditama
Agatapoulou, E. (2010). EFL Student Teachers’ Beliefs and the Effect of a
Second Language Acquisition Course. Advances in Research on
English Language Acquisition and Teaching: Selected papers, 165-
177. Retrieved on June 24, 2016 from
www.enl.auth.gr/gala/14th/Papers/English%20papers/
Agathopoulou.pdf
Aini, A. N., M. P. Hadisaputri, and M. Arsita. (2015). Teacher’s Diary as an
Authentic Assessment Media for Student at Elementary School: Study
Case at School of Natural Bengawan Solo. Proceeding of the 3rd
Global Summit on Education GSE 2015, 410-418. Retrieved on
February 11, 2016 from
https://www.Researchgate.Net/Publication/287890263_Teacher%27s_
Diary_As_An_Authentic_Assessment_Media_For_Student_Atelemen
tary_School_Study_Case_At_School_Of_Natural_Bengawansolo
Azim, S. and M. Khan. (2012). Authentic Assessment: An Instructional Tool to
Enhance Students Learning. Academic Research International, 2 (3),
314-320. Retrieved on February 11, 2016 from
http://ecommons.aku.edu/cgi/viewcontent.cgi?article=1008&context=
pakistan_ied_pdcc
Barnes, N., H. Fives, and C. M. Dacey. (2015). Teachers’ Beliefs About
Assessment. In H. Fives and M. G. Gill (eds), International Handbook
of Research on Teachers’ Beliefs. New York: Routledge
Best, J. W. and J. V. Kahn. (2006). Research in Education (10th
Ed). Boston:
Allyn & Bacon
Bhargava, A. and M. Pathy. (2011). Perception of Student Teachers about
Teaching Competencies. American International Journal of
Contemporary Research, 1(1), 77-81. Retrieved on Agustus 01, 2016
from www.aijcrnet.com/journals/Vol._1_No.1_July_2011/10.pdf
Birgin, O. and A. Baki. (2007). The Use of Portfolio to Assess Student’s
Performance. Journal of Turkish Science Education, 4 (2), 75-90.
Retrieved on April 9, 2016 from
files.eric.ed.gov/fulltext/ED504219.pdf
Borg, S. (2003). Review Article: Teacher Cognition in Language Teaching: A
Review of Research on What Language Teachers Think, Know,
Believe, and Do. Language Teaching 36, 81-109. Retrieved on May
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
92
8, 2017 from
www.academypublication.com/issues/past/tpls/vol02/07/09.pdf
Brown, H. D. (2004). Language assessment: Principles and Classroom Practices.
White Plains, NY: Pearson Education
Bullock, D. (2011). Learner Self-assessment: An Investigation into Teachers’
Beliefs. ELT Journal, 65 (2), 114-125. Retrieved on February 11,
2016 from https://eric.ed.gov/?id=EJ917998
doi.org/10.1093/elt/ccq041
Calderhead, J. (1996). Teachers: Beliefs and Knowledge. In D.C. Berliner, & R.C.
Calfee, (Eds.) Handbook of Education Psychology. New York: Simon
& Schuster, Macmillan
Creswell, J. W. (2003). Research Design: Qualitative, Quantitative, and Mixed
Method Approaches. Thousand Oaks: Sage Publications.
Ellis, R. (2008). The Study of Second Language Acquisition. Oxford: Oxford
University Press
Finch, A. E. (2002). Authentic Assessment: Implications for EFL Performance
Testing in Korea. Secondary Education Research, 49, 89 - 122.
Retrieved on July 12, 2016 from
www.finchpark.com/arts/Authentic_Assessment_ Implications.pdf
Fulcher, G. and F. Davidson. (2007). Language Testing and Assessment: An
Advanced Resource Book. Oxfordshire: Routledge Applied
Linguistics Series
Gulikers, J T. M., T. J. Bastiaens, and P.A. Kirschner. (2004). A Five-
Dimensional Framework for Authentic Assessment. Educational
Technology Research and Development, 52(3), 67-86. Retrieved on
February 10, 2016 from http://www.jstor.org/stable/30220391
Hambleton, R. K. (1996). Advance in Assessment Models, Methods, and
Practices. In D.C. Berliner, & R.C. Calfee, (Eds.) Handbook of
Education Psychology. New York: Simon & Schuster, Macmillan
Harmer, J. (2007). The Practice of English Language Teaching. Harlow: Pearson
Longman
Hart, D. (1994). Authentic Assessment: A Handbook for Educators. Menlo Park:
Addison-Wesley Publishing Company, Inc.
Karp, G. G. and M. L. Woods. (2008). Pre-service Teachers’ Perceptions about
Assessment and Its Implementation. Journal of Physical Education,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
93
27 (3), 327 -346. Retrieved on February 14, 2016 from
journals.humankinetics.com/doi/abs/10.1123/jtpe.27.3.327
Kosasih, E. (2014). Strategi Belajar dan Pembelajaran Implementasi Kurikulum
2013. Bandung: Yrama Widya
Kunandar. (2013). Penilaian Autentik: Penilaian Hasil Belajar Peserta Didik
Berdasarkan Kurikulum 2013. Jakarta: Raja Grafindo Persada
Lestari, I. W. (2015). The Beliefs of Non-English Department Students in
Learning Speaking. Unpublished Thesis. Sanata Dharma University,
Yogyakarta.
Lodico, M. G., D. T. Spaulding, and K. H. Voegtle. (2006). Methods in
Educational Research: From Theory to Practice. San Fransisco:
Jossey Bass
Majid, A. (2014). Implementasi Kurikulum 2013 Kajian Teoretis dan Praktis.
Bandung: Interes Media.
Marshall, C. and Rossman, G. B. (2006). Designing Qualitative Research (4th
Ed).
London: Sage Publications
Miller, M.N., R.L. Linn, and N.E. Gronlund. (2009). Measurement and
Assessment in Teaching (10th
Ed). Upper Saddle River: Pearson
Education Inc.
Mohamed, N. (2006). An Exploratory Study of the Interplay between Teachers’
Beliefs, Instructional Practices & Professional Development. PhD
Thesis, The University of Auckland, Auckland. Retrieved on May 30,
2016 from https://www.asian-efl-journal.com/Thesis_Naashia.pdf
Moon, R. T., C. M. Brighton, C. M. Callahan, and A. Robinson. (2005).
Development of Authentic Assessment for the Middle School
Classroom. Journal of Secondary Gifted Education 16, Retrived on
March 30, 2016 from
http://journals.sagepub.com/doi/pdf/10.4219/jsge-2005-477
Mulyasa. (2013). Pengembangan dan Implementasi Kurikulum 2013. Bandung:
PT Remaja Rosdakarya
Neuman, W.L. (2006). Social Research Methods; Qualitative and Quantitative
Approaches (6th
Ed.). Boston: Pearson Education, Inc
Nitko, A.J. and S.M. Brookhart. (2011). Educational Assessment of Students.
Boston: Allyn & Bacon
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
94
Nurgiyantoro, B. (2011). Penilaian Otentik dalam Pembelajaran Bahasa.
Yogyakarta: Gadjah Mada University Press
OECD. (2009). Creating Effective Teaching and Learning Environments: First
Result from TALIS. Paris: OECD. Retrieved on April 24, 2016 from
https://www.oecd.org/edu/school/43023606.pdf
O’Malley. J. M. and L. V. Pierce.(1996) Authentic Assessment for English
Language Learners. Menlo Park: Addison-Wesley Publishing
Company, Inc.
Pajares, M.F. (1992). Teacher’s Beliefs and Educational Research. Cleaning Up a
Messy Construct. Review of Educational Research, 62(3), 307-333.
Retrieved on January 18, 2016 from
journals.sagepub.com/doi/abs/10.3102/00346543062003307
Patton, M.Q. (1990). Qualitative Evaluation and Research Methods (2nd
Ed).
Newbury Park, CA: Sage Publications
Peraturan Menteri Pendidikan Nasional Republik Indonesia No. 22 Tahun 2006
mengenai Standar Isi untuk Satuan Pendidikan Dasar dan Menengah.
Puspitasari, E. (2013). Teachers' Beliefs about Teaching English in a Bilingual
Primary School. Unpublished Thesis. Sanata Dharma University,
Yogyakarta
Rennert-Ariev, P. (2005). A Theoretical Model for the Authentic Assessment of
Teaching. Practical Assessment Research & Evaluation, 10(2), 1-11.
Retrieved on February 11, 2016 from http://pareonline.net/
getvn.asp?v=10&n=2
Retnawati, H., S. Hadi, and A. C. Nugraha. (2016). Vocational High School
Teachers’ Difficulties in Implementing the Assessment in Curriculum
2013 in Yogyakarta Province of Indonesia. International Journal of
Instruction, 9(1), 33-48. Retrieved on March 30, 2016 from
staffnew.uny.ac.id/upload/132255129/penelitian/iji201613-heri-
retnawati-dkk.pdf
Richards, J.C. and Lockhart, C. (1996). Reflective Teaching in Second Language
Classrooms. Cambridge: Cambridge University Press
Richards, J. C. (1996). Teachers' Maxims in Language Teaching. TESOL
Quarterly, 30(2), 281-96. Retrieved on February 1, 2016 from
rel.sagepub.com/cgi/content/abstract/39/2/158
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
95
Skott, J. (2015). The Promises, Problems, and Prospects of Research onTeachers’
Beliefs. In H. Fives and M. G. Gill (eds), International Handbook of
Research on Teachers’ Beliefs. New York: Routledge
Tolbert, T. L. (2006). Student Teachers’ Beliefs and Dispositions and Their
Relation to Observed Classroom Practices. PhD Thesis, University of
North Carolina, Greensboro, North Carolina. Retrieved on February
11, 2016 from https://libres.uncg.edu/ir/uncg/f/umi-uncg-1173.pdf
Van Wyk, L. M. and A. E. Carl. (2010). The portfolio as an Authentic Assessment
Tool for Learning: Is it serving its Purpose?. Yesterday & Today, 5,
141-162. Retrieved on March 30, 2016 from sashtw.org.za/WP/wp-
content/uploads/.../AE-Carl-ML-van-Wyk-The-Portfolio.pdf
Wiersma, W. (1995). Research Methods in Education: An Introduction. Boston:
Allyn & Bacon.
Wiggins, G. (1998). Educative Assessment: Designing Assessment to Inform and
Improve Student Performance. San Francisco: John Willey & Sons,
Inc.
Zacharias, N. T. (2003). A Survey of Tertiary Teachers’ Beliefs about English
Language Teaching in Indonesia with Regard to the Role of English
as a Global Language. Thesis, University of Thailand. Retrieved on
May 26, 2016 from
https://www.researchgate.net/publication/255612096_A_survey_of_te
rtiary_teachers%27_beliefs_about_English_Language_Teaching_in_I
ndonesia_with_regard_to_the_role_of_English_as_a_global_language
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
96
APPENDICES
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
97
Appendix 1
Questionnaire
QUESTIONNAIRE
This questionnaire is a method to gather data about teachers’ beliefs towards the
use of authentic assessment in curriculum 2013.
Name :
Years of teaching :
A. In this part of questionnaire, you need to give tick () on the statements that
correspond to your answer
No Statement strongly
disagree
disagree agree strongly
agree
1. Authentic assessment is applicable
for todays’ teaching and learning
2. Authentic assessment is practical
3. Authentic assessment should be
applied to replace traditional form
of assessment
4. Authentic assessment provides
information about students’
strengths and weaknesses
5. Authentic assessment allows
teachers to determine students’
skills and knowledge
6. Authentic assessment provides
information about students’
learning achievement
7. Authentic assessment promotes
students’ development in learning
8. Authentic assessment motivates
students in learning
9. Authentic assessment promotes
higher order thinking
10. Authentic assessment focuses on
the process of learning
11. Authentic assessment is a
continuous process which is
conducted before, during, and after
learning process
12. Authentic assessment has
meaningful and challenging tasks
13. Authentic assessment uses tasks
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
98
which require students to integrate
skills and knowledge
14. Authentic assessment provides
opportunities for students to
understand the criteria the teachers
need to assess
15. Authentic assessment measures
students’ capability to use
knowledge, skills, and attitudes to
apply in their real life
16. Authentic assessment helps
teachers to evaluate their own
teaching
B. Answer the questions by giving thick (). You may choose more than one
1. What assessments that you use for assessing students’ attitudes?
self-assessment
peer-assessment
observation
journal
interview
Others …
2. What assessments that you use to assess students’ knowledge?
Written tests
Oral tests
Project design
Presentation
Portfolio
Observation
Journal
Others …
3. What assessment that you use to assess students’ skill?
Project
Portfolio
Presentation
Oral reports
Others …
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
99
Appendix 2
Questionnaire Result
Statement
No
SD D A SA
F % F % F % F %
1 0 0 0 0 7 53.8 6 46.2 3.46
2 0 0 1 7.7 11 84.6 1 7.7 3.08
3 0 0 2 15.4 7 53.8 4 30.8 3.15
4 0 0 1 7.7 8 61.5 4 30.8 3.15
5 0 0 1 7.7 7 53.8 5 38.5 3.31
6 0 0 0 0 8 61.5 5 38.5 3.38
7 0 0 0 0 9 69.2 4 30.8 3.31
8 0 0 1 7.7 8 61.5 4 30.8 3.23
9 0 0 1 7.7 9 69.2 3 23.1 3.15
10 0 0 0 0 10 76.9 3 23.1 3.23
11 0 0 1 7.7 9 69.2 3 23.1 3.15
12 0 0 0 0 9 69.2 4 30.8 3.31
13 0 0 0 0 9 69.2 4 30.8 3.31
14 0 0 0 0 9 69.2 4 30.8 3.31
15 0 0 0 0 10 76.9 3 23.1 3.23
16 0 0 0 0 8 61.5 5 38.5 3.38
1.00
1.50
2.00
2.50
3.00
3.50
4.00
Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9 Q10 Q11 Q12 Q13 Q14 Q15 Q16
3.46
3.08 3.15 3.15 3.31 3.38 3.31 3.23 3.15 3.23 3.15
3.31 3.31 3.31 3.23 3.38
Mean (X) distribution
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
100
Appendix 3
Interview Guideline
1. How long have you been teaching?
2. What do you think about the development of English learning in
Indonesia?
3. In relation with assessment, what do you think about the assessment used
in curriculum 2013?
4. What kind of assessment and tasks do you use? Why do you use them?
5. Do you think that the assessment used in curriculum 2013 is applicable for
learning English? Why do you think so?
6. Can we use the assessment used in curriculum 2013 to replace traditional
assessment such as test? Can you please explain your reason?
7. Do you think the assessment used in curriculum 2013 provide more detail
information about students? If so, in what way and why?
8. Do you evaluate your teaching? How and why?
9. Do you think the assessment used in curriculum 2013 can motivate
students to learn English? Why do you think so?
10. Can you please explain the difficulties you have related to the
implementation of authentic assessment in curriculum 2013?
11. Do you have any suggestions related to the implementation of authentic
assessment in curriculum 2013?
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
101
Appendix 4
Interview Transcription and Coding
Role of Authentic Assessment
Strengths and weaknesses (SnW)
Skills and Knowledge (SnK)
Promotes Development (DEV)
Information about Learning Achievement (ACHV)
Motivates (MOT)
Promotes Higher Order of Thinking (HO)
Integrate Skill and Knowledge (INT)
Real Life Application (REAL)
Benefits of Authentic Assessment
Meaningful and Challenging (MNG)
Presented Criteria (CRT)
Evaluation (EVA)
Opinion about Authentic Assessment
Applicable (APP)
Practical (PRAC)
Replace traditional assessment (REP)
Focus on process (PRO)
Continuous Process (CONT)
Assessment Tools (TOOL)
Interviewee Name : Alpha
Date : January 24, 2017
Time : 10:52 a.m.
NO QUESTIONS ANSWERS CODE
AQ1 Selamat pagi, Bu. Silahkan mbak. Selamat pagi
AQ2 Saya langsung mulai
saja ya bu
Ya
AQ3 Sudah berapa lama ibu
mengajar?
Kira-kira 15 tahun
AQ4 Selama 15 tahun ibu
mengajar, bagaimana
perkembangan
Kalau menurut saya yang kurikulum
sebelumnya itu kan penilaiannya
berbeda-beda. Speaking sendiri,
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
102
pembelajaran bahasa
Inggris di Indonesia
menurut ibu terutama
dari segi assessment?
listening sendiri, writing sendiri, lalu
reading sendiri. Kalau yang sekarang
menjadi lebih detail.
AQ5 Detail bagaimana ya
Bu?
Ya kan ada sikap, ada skill, ada
pengetahuan juga dinilai. Dan masing-
masing mendetail. Seperti itu
AQ6 Berarti ini kan sudah 4
tahun berjalan ya bu
untuk K13 ini, sejauh ini
bagaimana menurut ibu
penggunaan assessment
di kurikulum yang baru
ini?
Pada awalnya ya bingung juga ya
karena harus menilai ini itu, sikap
juga dinilai, ada peer assessment
juga. Tetapi semakin kesini ya
semakin terasa mudah ya
AQ7 Kenapa begitu bu?
Ya mungkin sudah beberapa waktu
berjalan kan lama-lama terbiasa.
Sudah mendapat workshop juga. Jadi
ya lumayan paham
AQ8 Berarti menurut ibu,
workshop dan pelatihan
yang diselenggarakan
sudah cukup ya?
Kalau menurut saya ya cukup ya
AQ9 Nah kalau untuk rubric
penilaian, apakah ibu
membuat sendiri?
Oh itu ada dari sekolah membuat
sendiri berdasarkan pakem-pakem
yang sudah ada. Dibuat sendiri karena
kan harus menyesuaikan dengan
sekolah ya. Jadi kita lebih tahu juga.
AQ10 Berarti, apakah ibu
merasa sudah
memahami apa itu
authentic assessment?
Secara umum gambarannya sudah
tahu ya, tapi karena sumbernya lain
jadi ya masih beda-beda. Kalau
secara detail belum
AQ11 Tapi sebenarnya kan
bentuk-bentuk penilaian
lewat tugas-tugas seperti
ini kan sebenarnya
sudah ada sejak
kurikulum 2004 ya bu?
Ya sebenernya memang sudah sejak
itu ya, tidak ada terlalu banyak
perubahan. Hanya karena ada tuntutan
macam-macam jadi ya agak ribet, tapi
sekarang sudah lebih pahamlah ya.
Mungkin yang berbeda kan
kompetensi-kompetensi yang harus
diukur itu kan berbeda dengan yang
dulu ya
AQ12 Lalu apakah menurut
ibu bentuk assessment
yang seperti ini lebih
applicable untuk
mengetahui sejauh mana
anak-anak memahami
Iya lebih sesuai memang. Karena
sudah sesuai dengan kurikulum
yang baru ini menurut saya.
Meskipun pada awalnya masih
meraba-raba juga.
APP
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
103
materi yang diberikan?
AQ13 Sesuainya dari segi apa
menurut Ibu?
Dari semua segi ya. Lebih enak,
sudah ada rubrik ya lebih enak ya.
PRAC
AQ14 Berarti sudah tidak ada
kesulitan ya bu?
Tidak, tidak ada kesulitan. Ya hanya
pada awalnya saja. Kalau sekarang
sudah tidak
AQ15 Lalu kemudian apakah
ibu selalu membuat
lesson plan di awal
semester?
Oh iya mbak, selalu saya buat lesson
plan
AQ16 Apakah ketika sudah
diterapkan, digunakan,
ada perubahan terhadap
lesson plan tersebut?
Lesson plan tetap ya, tidak berubah.
Hanya mungkin method dan
tekniknya yang berbeda. Karena
kenyataan di lapangan kan berbeda
ya. Nanti di kelas ini hasilnya
bagaimana, di kelas yang lain
bagaimana, jadi tekniknya saja yg
dibedakan
AQ17 Apakah ibu
menggunakan buku?
Atau semua materi itu
diambil dari sumber lain
yang bukan buku?
Ada bukunya, tetapi selain buku, kita
juga mengembangkan sendiri.
Misalnya materinya ambil dari
internet yang tentunya harus dari
sumber yang bisa
dipertanggungjawabkan. Kalau dari
buku saja kan jadi kurang kreatif.
Kalau sumbernya diambil dari
internet, anak-anak jadi lebih senang.
Tidak bosan.
AQ18 Apakah ada portfolio bu
untuk penilaiannya?
Iya ada, misalnya untuk writing. Itu
kan nanti pekerjaan anak-anak
dikumpulkan lalu kita menilai dari
situ. Misalnya setelah saya
mengajarkan ya passive voice, atau
kemarin yang terakhir soal conditional
sentence, jadi anak-anak saya suruh
membuat kalimat lalu dikumpulkan
Tools
AQ19 Untuk yang lain
misalnya writing
product?
Itu juga ada. Makanya yang passive
voice itu misalnya nanti anak-anak
kan menulis dan productnya
dikumpulkan
Tools
AQ20 Berarti itu untuk yang
penilaian attitude
gimana bu?
Biasanya saat practice, saya sambil
memanggil anak-anak untuk
diobservasi sejauh mana mereka
memahami materi yang sudah saya
berikan. Nanti saya tanya dan lalu
Tools
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
104
saya nilai dari situ. Tapi kalau untuk
general, saya tidak bisa ambil satu-
satu. Kan ada teachers’ journal, nah
disitu saya catat saja kejadian-
kejadian yang tidak biasa, atau
kejadian-kejadian yang khusus saja
seperti mana anak yang kurang aktif,
mana yang sangat aktif, mana yang
kurang menonjol, mana yang sangat
menonjol. Nah nanti mereka saya
panggil untuk observasi.
AQ21 Kalau untuk skill
bagaimana bu?
Kalau skill ya hanya materi
tertentu saja ya. Misalnya materi
tentang information of report,
anak-anak presentasi. Disitu kan
saya bisa melihat sejauh mana skill
anak ini, lalu bagaimana
pemahamannya tentang materi
yang diajarkan. Saya kan juga bisa
melihat attitudes dari setiap siswa
ketika temannya sedang presentasi.
Apakah memperhatikan atau tidak,
apakah mereka mendengarkan
dengan baik atau tidak.
Tools
SnK
AQ22 Jadi dari satu tugas saja,
misal presentasi, ibu
sudah bisa menilai mulai
dari attitudes,
knowledge, dan skill
juga ya bu?
Iya, untuk materi tertentu. Kalau misal
untuk passive voice saya biasanya
tetap ada bentuk test tertulis.
Tools
AQ23 Apakah ada group
assessment? Jadi misal
ketika group
presentation lalu group
lain diminta untuk
menilai begitu?
Jadi kadang kalau presentasi jadi
semacam group assessment, dan itu
cukup objective karena menurut saya
penilaian hampir sama , jadi disitu
bisa kita lihat kalau mereka menilai
dengan objective. Lalu biasanya nanti
anak-anak saya berikan model
penilaian seperti itu anak2 menjadi
semangat untuk lebih aktif, mereka
berlomba2 untuk menjawab
pertanyaan yang saya ajukan
Tools
AQ24 Kalau peer assessment?
Apakah ada juga?
Tidak, tidak ada. Kalau peer
assessment kurang efektif karena
nanti anak-anak takut untuk menilai
temannya. Tapi untuk writing, peer
assessment ada. Biasanya mereka beri
tugas saya berikan kesempatan untuk
saling menilai. Tapi hanya materi
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
105
tertentu
AQ25 Bagaimana soal
motivasi? Tugas-tugas
yang diberikan apakah
menurut ibu bisa
memotivasi siswa untuk
belajar
Bisa, bisa. Di grup presentasi itu lebih
terasa, kan biasa anak-anak dalam
grup biasanya masing berusaha
perfect jadi berlomba-berlomba untuk
menjadi lebih baik. Jadi lebih detail
dan riil karena langsung saya amati.
Belajar yang menyenangkan dan
nyaman itu kan penting ya sehingga
guru harus mencari sesuatu yang
bisa membuat anak2 senang dan
nyaman juga
MOT
AQ26 Jadi ibu merasa kalau
tugas-tugas yang
diberikan itu
challenging dan
meaningful ya bu?
Iya, saya rasa begitu ya mbak
AQ27 Bagaimana kesesuaian
bentuk-bentuk
assessment ini dengan
5M yang ada di
kurikulum 2013, soal
scientific learning?
Sudah sesuai, sangat sesuai menurut
saya. Tapi tergantung materinya juga.
Dan kalau 5M itu saya tidak bisa
paksakan untuk masuk ke dalam satu
pertemuan saja ya, jadi nanti ada
beberapa pertemuan baru bisa penuh
itu 5M.
AQ28 Tugas apa yang pernah
ibu berikan yang
menurut ibu sesuai
dengan 5M yang ada di
kurikulum 2013?
Apa ya? Biasanya pas presentasi saja
ya. Misalnya materinya teks
explanation ya nanti anak-anak saya
suruh bikin teksnya, lalu
dipresentasikan di depan kelas.
AQ29 Apakah teks terebut
anak-anak membuat
sendiri atau mengambil
dari sumber lain?
Ya, saya suruh membuat sendiri
dengan tentu saja membaca-baca
sumber yang bisa membantu
AQ30 Kriteria penilaian
apakah dijelaskan
terlebih dulu kepada
anak-anak?
Iya biasanya sebelum saya tugaskan
ke anak. Jadi anak sudah
mempersiapkan yang saya akan
nilai sehingga hasilnya juga lebih
memuaskan untuk mereka karena
mereka sudah siap begitu ya
CRT
AQ31 Dari tugas-tugas yang
diberikan, apakah ibu
bisa melihat dimana
letak kekuatan dan
kelemahan setiap anak?
Iya sangat bisa melihat langsung
kekuataan dan kelemahan, oh
kalau pas bicara soal ini mereka
sulit untuk lemah vocab kalau yg
ini lebih bagus; Jadi nanti saya
catat dan ke depannya saya
SnW
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
106
jelaskan hal yang anak-anak ada
kelemahan. Dari situ nanti anak-anak
kan jadi tahu mana yang harus
ditingkatkan
AQ32 Bagaimana dengan
learning achievement?
Apakah itu bisa ibu lihat
dari bentuk-bentuk
assessment yang
diberikan?
Learning achievement juga bisa
dilihat dari bentuk-bentuk
assessment nya. Jadi tidak di semua
assessment bisa dilihat
pencapaiannya. Misalnya kalau
dari writing ya saya bisa melihat
sejauh mana anak-anak belajar,
kalau seperti presentasi kan tidak
bisa
ACHV
AQ33 Kenapa tidak bisa bu? Karena kan tidak detail ya. Mungkin
bisa hanya sebatas speaking skill nya
saja
AQ34 Untuk knowledge dan
skill. Bisakah ini dilihat
juga? Maksud saya,
ketika assessment
digunakan, ibu bisa
melihat mereka itu
mampu menggunakan
skill dan knowledge
mereka.
Kemampuan untuk menggunakan
knowledge dan skill itu, bisa
diamati menggunakan dalam riil
life, anak-anak saya tugaskan
mendengarkan berita dan
kemudian mengambil satu point
berita yang disampaikan pagi itu,
lalu disampaikan di dalam kelas.
Itu nanti bergiliran antara siswa.
Biasanya itu yang saya tugaskan
kepada anak-anak mbak
REAL
AQ35 Apakah ibu lebih
menekankan soal
process, bahwa kita
harus menghargai proses
juga, tidak hanya dari
hasilnya saja? Apakah
itu tercermin dari tugas-
tugas yang ibu berikan?
Iya mbak. Kalo saya lebih
menghargai proses. Misalnya ya,
kalau writing karena anak
menganggap writing itu sulit. Kalu
dilhat hasilnya memang kurang
maksimal, dan saya menghargai
proses mencari, bertanya itu yang
saya hargai. Dan itu dicatatkan
dalam jurnal
PRO
AQ36 Apakah assessment
yang ada sekarang ini
bisa membuat siswa
lebih berkembang?
Ya, bisa mba. Misalnya saja ada
anak yg spesial dalam kelas, jadi
kita harus mengaktifkan siswa agar
attitudenya berubah. Ada satu dua
yang mngkin attitude yang tidak
berubah, tidak berkembang, biasanya anak-anak yang di rumah
sudah ada problem. Tapi tetap ada
perubahan pada anak-anak yang pasif
ya karena mereka harus terlibat
dalam, jadi ya tetep terlibat. Tidak
DEV
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
107
setiap kelas ada anak2 yang diam,
hampir semua sudah sangat aktif jadi.
Tapi saya merasa memang anak-
anak lebih terlihat
perkembangannya ya. Misalnya
saja saat presentasi karena saya
kan bisa melihat langsung.
AQ37 Kalau perkembangan
soal penguasaan materi
atau kemampuan
menggunakan materi
tersebut?
Ya, itu juga bisa. Untuk anak-anak
yang misalnya tadinya pasif saja
dikelas, mejadi lebih aktif
meskipun hanya sedikit. Tapi ya
tetap berkembang
DEV
AQ38 Apakah juga
mengevaluasi
pengajaran ibu sendiri
lewat bentuk-bentuk
assessmen ini?
Iya, tentu tentu. Sering misalnya
sudah mengajarkan materi tertentu
lalu saya gunakan metode yang ini
itu, tapi karena kaitannya dengan
grammar jd anak2 kurang aktif,
jadi di kelas lain saya gunakan
metode lain yang lebih membuat
anak2 bisa aktif di dalam kelas
EVA
AQ39 Lalu, apa yang menurut
ibu perlu dievaluasi
dalam penggunaannya
authentic assessment?
Saya pikir sudah cukup banget jadi
tidak ada yang perlu dievaluasi. Sudah
komplit menurut saya dan sesuai lah
ya dengan kurikulumnya kita
sekarang ini.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
108
Interviewee Name : Bravo (B)
Date : March 4, 2017
Time : 09:47 a.m.
NO QUESTIONS ANSWERS CODE
BQ1 Selamat pagi, pak Selamat pagi mbak. Maaf ya kemarin
dibatalkan terus
BQ2 Tidak apa-apa, Pak. Saya
malah tidak enak kalau
nanti mengganggu
Bapak.
Iya, kemarin itu sibuk sekali saya
BQ3 Iya, Pak. Saya mulai ya
Pak.
Baik-baik. Gimana?
BQ4 Yang pertama,
bagaimana pengalaman
bapak berkaitan dengan
penggunaan Kurikulum
2013?
Pengalamannya karna hal yang baru
jadi masih dalam taraf menyesuaikan,
mencari-cari, tapi minimal sudah bisa
memenuhi apa yang diinginkan oleh
kurikulum. Kita mencoba untuk bisa
memenuhi. Meskipun stiap saat
mungkin harus juga evaluasi.
BQ5 Lalu untuk authentic
assessment sendiri
sebenarnya kan
penggunaannya sudah
lama ya Pak, mulai sejak
kurikulum 2004 bahasa
Inggris itu kan sudah
menggunakan authentic
assessment seperti
portofolio
Ya memang itu sebenarnya sudah,
seperti presentasi, penugasan,
performance, unjuk kerja itu memang
sudah ya. Kalo disini kan ada
presentasi, kemudian project, lalu
portfolio. Sebenarnya sudah tapi
hanya karena ada aturan baru ya mau
tidak mau harus menyesuaikan,
minimal dari segi administrasi. Yang
berbeda ya mungkin hanya soal
attitude, itu pun sekarang sudah
berbeda lagi dibandingkan yang
pertama kali. Kalau dulu setiap guru
membuat 3 penilaian, knowledge,
skill, dan attitude, tapi sekarang ini
afektif kita menilai tapi tidak berhak
mengeluarkan nilai. Hanya
memberikan rekomendasi karena
yang mengeluarkan nilai guru agama
dan guru PKn
BQ6 Nah, kan ada tendency
attitude nya akan
berbeda dalam setiap
mata pelajaran atau
ketika berbeda attitude
terhadap guru, itu
bagaimana Pak
Jadi wali kelas nanti menerima
masukan kepada guru PKn dan
agama. Kita hanya memberikan
masukan saja yang akan menjadi
bahan pertimbangan guru PKn dan
guru agama
BQ7 Oh begitu. jadi ini revisi
terakhir ya Pak?
Iya, mulainya kan sudah sejak
semester kemarin itu seperti itu.
Jadi guru mata pelajaran
berkurang repotnya ya
Iya, kadang-kadang kalau harus
observasi juga waktunya jadi terbagi-
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
109
pak? bag-i. padahal kan kita juga harus
mengajar juga
BQ8 Apakah ada catatan
untuk setiap anak?
Ada, bentuknya nanti journal, untuk
mencatat kejadian2 yang khusus atau
spesifik saja. Tapi disaat mengajar itu
ada journal untuk mencatat kegiatan
siswa. Dan itu nanti untuk diberikan
kepada guru agama dan PKn.
Didalam raport, akan ditentukan oleh
wali kelas dan guru BP dengan
mengolah dari nilai-nilai masukan
guru mata pelajaran. Kalau dulu kan
memang kita yg mengeluarkan
nilai.Bentuk pelaporannya saja yang
berbeda. Karena sebenarnya sudah
lama. Karena kan seharusnya
penilaian itu kan holistik.
tools
BQ9 Apakah itu termasuk
untuk knowledge dan
skill pak?
Ya, termasuk disitu tapi tidak detail
ya. Karena itu khusus untuk yang
sikap
BQ10 Apakah menurut Bapak,
bentuk assessment yang
sekarang lebih
applicable?
Ya saya kira begitu ya, ya memang
sesuai. Kita sudah terbiasa dulu
menilai speaking, listening, dan yang
lain. Untuk bidang yg lain tidak tahu
ya. Keluhannya pada tuntutan
administrasi, sehingga kita saat
mengajar idealnya kita setiap saat
membawa blangko banyak sekali
karena harus mengamati gerak gerik
anak, 30 atau 32 anak dalam satu
kelas. Jadi kapan kita mau
mengajarnya? Kalau saya biasanya
saat anak-anak diskusi atau grup
work, saya amati mereka satu
persatu. Oh jadi anak ini egois, anak
ini selfish, anak ini tolerance, yang
ini tidak mau menerima pendapat
orang lain, atau anak ini apatis. Lalu
bagaimana mereka bekerja sama,
gotong royong bagaimana, nah
semacam itu yang dulu klo dipenuhi
ideal itu yang terlau berat. Karena
kita juga harus mengajar. Itu yang
membuat sulit, jadi kalau dulu lalu
diambil jalan pintas dengan cara
mengambil yang paling menonjol. Itu
hambatannya. Karena dulu memang
betul-betul kita direpotkan, jadi ya
hanya mengambil sample aja.
APP
BQ11 Untuk knowledgenya Selalu integrated kalau saya. Jadi ada Tools
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
110
assessment yang mana
yang Bapak gunakan?
reading, speaking, skill nya semua.
Kalau bentuknya sendiri biasanya,
project, presentasi juga. Tapi kalau
untuk knowledge kita gunakan test
terutama.
BQ12 Yang untuk skill
bagaimana Pak?
Apanya?
BQ13 Bentuk assessment nya
Pak
Bentuk assessment ya bisanya
presentasi, ada juga peer assessment.
Misalnya membuat pas materi
membuat surat, kemudian saya
buatkan form lalu anak-anak
menggunakan from tersebut untuk
menganalisa milik teman yang lain.
Analisanya termasuk form surat
apakah sudah sesuai atau belum, lalu
nanti ada kolom comment and
suggestions. Lalu ditulis juga
tugasnya milik siapa dan siapa yang
menilai atau memberikan komentar.
Dari situ kan saya bisa menilai
pemahaman anak sampai dimana,
selain yang lain juga presentasi.
Disini anak-anak senang untuk
presentasi project. Karena mereka
ada jiwa kompetisi. Anak-anak
senang dan semangat. Contohnya
materi narrative text, saya suruh
anak-anak untuk mencari text
narrative kemudian retell the story.
Saya hanya menekankan bahwa
semakin kreatif, semakin baik. Dari
situ yang terjadi apa? Ada yang
menampilkan role play, ada yang
story telling dengan menggunakan
kostum dan perlengkapan yang lain.
Tetapi ada juga yang betul-betul
hanya retell, bahkan ada juga yang
hanya membaca. Nah yang seperti itu
saya berikan kesempatan anak-anak
untuk menilai performance
temannya. Tapi selalu saya tegaskan
kalau sebaiknya memberikan
komentar yang konstruktif, bukan
yang destruktif. Jadi saya setiap saat
coba kalau bisa memakai peer
assessment.
Tools
MOT
BQ13 Jadi anak-anak diminta
menganalisa pekerjaan
Iya, jadi dengan begitu kita jadi bisa
paham juga apakah anak-anak ini
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
111
temannya begitu ya pak? paham betul dengan materinya atau
hanya sekedar asal mengomentari
saja
BQ14 Jadi, apakah dari situ
bapak bisa melihat
strengths dan
weaknesses dari anak-
anak juga?
Bisa sekali, mbak. Kan kita juga
bisa melihat antusiasme anak-anak
dalam mengerjakan tugas-tugas
mereka. Bahkan Kadang ada yg
minta lembar assessment lagi,
padahal sudah mendapat. Dan misal
saat diskusi atau tanya jawab,
kadang-kadang ada yang maunya
tanya terus. Nah nanti tu perlu yang
diatur. Pada saat itu, kita bisa
mengangkat anak-anak yang
biasanya kurang aktif dengan cara
diberikan motivasi misalnya kalau
bertanya nanti ada pointnya.
SnK
BQ15 Berarti bentuk-bentuk
tugas yang seperti itu
bisa memotivasi siswa
ya Pak, terutama untuk
lebih aktif di kelas.
Betul bisa memotivasi siswa. Anak-
anak itu kalau tidak di motivasi,
kadang-kadang ada yang pasif sekali
di dalam kelas. Jadi memang harus
diberikan sesuatu yang menarik
dan challenging
MOT
MNG
BQ16 Dan harus meaningful
juga ya Pak
Iya, kalau tidak meaningful apa
gunanya aja belajar. Belajar itu
kan harus menghasilkan sesuatu
yang meaningful untuk mereka
MNG
BQ17 Melalui tugas-tugas itu
apakah Bapak merasa
bisa melihat
perkembangan belajar
siswa? Seberapa jauh
anak-anak achieve
something
Iya, karena kan misalnya untuk
materi writing, itu nanti
dikumpulkan dijadikan portfolio.
Dari situ, kita bisa melihat sejauh
mana anak-anak itu memahami
materi yang diberikan dan sejauh
mana perkembangan mereka. Kita
kan bisa melihat dari hasil tulisan
mereka.
ACHV
BQ18 Lalu apakah kadang-
kadang bapak mengubah
teknik, atau metode
mengajar?
Iya, itu saya selalu improve karena
bisa saja di kelas lain kegiatannya
tidak jalan. Karena kan situasi dan
kondisi di setiap kelas lain-lain ya.
Siswanya juga lain-lain. Jadi kalau
saya, rencana itu pasti meleset,
karena setiap kelas selalu berubah
karena kondisi tiap kelas berbeda. Jadi kita harus siap mengubah setiap
saat juga. Karena kondisi kelas
masing-masing berbeda jadi harus
bisa menyesuaikan. Nanti kan
EVA
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
112
kemudian dilaporkan di jurnal guru.
Di kelas ini kegiatannya apa,
bagaimana kondisi kelasnya. Seperti
itu. Ada juga kelas yang
persainganya justru tidak bagus. Jadi
kalau saat presentasi, mereka saling
menjatuhkan temannya. Maka nanti
saya selalu suggest kalau semua
komentar itu sebisa mungkin harus
konstruktif. Tapi kita sebagai guru
harus siap dengan segala
kemungkinan kelas macet, tapi ya
bisa diprediksi karena kan sudah
beberapa kali.
BQ19 Jadi memang Bapak
selalu mengevaluasi
setiap pembelajaran yang
ada di setiap kelas ya
pak?
Saya selalu berusaha seperti itu.
Kalau tidak kan nanti tidak jalan
kelasnya, bisa jadi terlalu pasif
karena kondisi kelas yang
berbeda-beda. Dan juga proses dari
belajar itu kan penting ya mbak, kita
tidak hanya melihat hasilnya saja,
tetapi juga proses belajarnya. Misal
anak ini seperti apa belajarnya,
progressnya seperti apa itu kita juga
harus lihat meskipun tidak bisa detail
satu-satu. Tetapi paling tidak secara
umum kita bisa melihat
gambarannya.
EVA
BQ20 Tugas-tugas yang lebih
challenging dan
meaningful itu penting
ya Pak
Tentu, tentu saja penting, kalau
tidak diberikan challenge, anak-
anak tidak terpacu untuk
meningkatkan diri,
mengembangkan diri.
MEAN
BQ21 Berarti bapak setuju
kalau bentuk assessment
yang ada sekarang ini
bisa membuat anak-anak
lebih berkembang?
Ya, seperti itu mbak. Ketika anak-
anak diberikan sesuatu yang
menarik, yang challenging, sudah
pasti mereka akan lebih
berkembang.
DEV
BQ22 Menurut bapak, bentuk
tugas seperti apa yang
bisa membuat anak-anak
itu lebih berkembang
dalam menganalisa
masalah misalnya, atau
yang sesuai dengan 5M
di kurikulum 2013 ini?
Biasanya untuk topik-topik tertentu
ya mbak. Misalnya saja presentasi
soal explanation text. Itu kan mereka
melihat prosesnya ya, proses dari
suatu fenomena. Sehingga mereka
lebih paham dan bisa menjelaskan
kepada teman-temannya ketika
presentasi
BQ23 Kalau rubric untuk Ada yang membuat sendiri, ada juga
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
113
assessment, apakah
bapak membuat sendiri?
yang bersama-sama dengan teman
juga.
BQ24 Yang membuat sendiri
yang mana, Pak?
Biasanya untuk yang presentasi atau
portfolio karena kan kita yang
menentukan mana yang mau dinilai.
BQ25 Apakah kriteria penilaian
itu biasanya dijelaskan
kepada siswa?
Iya, terutama pada saat presentasi itu.
Saya biasanya jelaskan kepada siswa,
seperti apa nanti yang dinilai. Jadi
anak-anak lebih siap juga. Biar
mereka presentasi juga lebih mantap
CRT
BQ26 Lalu evaluasi Bapak
untuk penerapan
authentic assessment di
kurikulum 2013
bagaimana?
Saya kira untuk bahasa Inggris tidak
terlalu karena sudah jalan terutama
sudah lama diterapkan. Hanya
mungkin evaluasi soal
keterlaksanakan di lapangan seperti
apa itu yang perlu. Perlu adanya
evaluasi yang reguler, berkelanjutan.
Kekurangan dan kelebihannya
dimana, kemudian mau diteruskan
atau gimana. Atau di revisi. Bagian
mana yang perlu diteruskan atau
perlu di revisi.
BQ27 Jadi bisa saya simpulkan
kalau penggunaan
authentic assessment ini
memang jauh lebih
bagus dibandingkan
hanya sekedar test saja
ya Pak. Karena kan bisa
melihat perkembangan
belajar siswa, bisa
melihat strengths and
weaknesses setiap siswa,
bisa memotivasi siswa
untuk belajar bahasa
Inggris dengan lebih
menyenangkan, dan juga
bahwa bentuk-bentuk
assessment ini lebih
applicable untuk todays’
teaching
Iya, memang kalau hanya test saja
kan hanya melihat knowledge,
kognitif, dan itu memang tidak bisa
menilai secara keseluruhan hasil
belajar siswa.
tools
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
114
Interviewee Name : Charlie (C)
Date : March 18, 2017
Time : 12:20 p.m.
NO QUESTIONS ANSWERS CODE
CQ1 Selamat siang, Pak. Selamat siang. Gimana mbak? Ada
yang bisa saya bantu?
CQ2 Iya, Pak. Ini saya mau
mengajukan beberapa
pertanyaan, dalam
hubungannya dengan
authentic assessment
terutama yang sekarang
sedang dipakai di
kurikulum 2013
Oke. Silahkan
CQ3 Sudah berapa lama
mengajar, Pak?
Sejak tahun 89, jadi ya sudah sekitar
26 tahun
CQ4 Sudah lama ya. Langsung
mengajar di SMA 3?
Oh, tidak. Saya dulu sempat di
SMA7 dan sebelum disini saya di
SMA 2
CQ5 Nah, selama 26 tahun
Bapak mengajar,
bagaimana pengamatan
Bapak soal pembelajaran
Bahasa Inggris
Menurut saya yang paling
mengena ya kurikulum yang
terakhir ini karena lebih
mengembangkan kompetensi
siswa dan guru hanya menjadi
fasilitator.
Dan sebenarnya untuk Bahasa
Inggris kan pola pembelajaran
seperti kurikulum 2013 ini sudah
mulai diterapkan sejak kurikulum
2004 dan 2006. Tapi ini lebih terasa meskipun sejak
dulu klo saya orang belajar bahasa
itu ya bagaimana menggunakan
bahasa. Meskipun kurikulum belum
seperti itu, tapi saya tetap berupaya
meskipun kesulitan. Kesulitannya
adalah ketika ujiannya grammar
padahal saya berusaha mengajarkan
empat language skills tersebut. Jadi
kan proporsi untuk nilai kan
sebenarnya lebih ke how to use the
language
APP
CQ6 Iya betul ya Pak, di
kurikulum 2004 dan 2006
sudah mulai skills itu
diajarkan baik sendiri-
sendiri maupun integrated
Iya betul. Sejak itu kan kita sudah
menilai anak-anak itu dari empat
skills tersebut.
Jadi pada saat proses belajar
speaking itu muncul ketika
mereka menjawab pertanyaan
dan presentasi misalnya. Itu kan
SnK
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
115
sebenarnya lebih authentic, bukan
hanya pada saat saja. Pada saat
proses belajar, kan kita tau
bagaimana mereka menjawab
pertanyaan, bagaimana mereka
menggunakan bahasa untuk
menyampaikan pendapat mereka.
Itu semua kan sudah bisa kita lihat
dalam proses belajar.
CQ7 Berarti bapak setuju kalau
model assessment yang
ada sekarang menjadi
lebih applicable untuk
anak-anak terutama di
masa sekarang?
Betul itu. Saya setuju sekali. Karena
kan tugas-tugas yang diberikan
kepada anak itu sudah bisa kita
gunakan untuk menilai, to assess
them. Dan tugasnya benar-benar
otentik
CQ8 Lalu, menurut Bapak, apa
perbedaan yang terasa
dari proses assessment
yang dulu digunakan di
kurikulum 2004 dan 2006
dengan kurikulum yang
sekarang?
Perbedaannya menjadi seperti apa,
hmm… Saya sejak pergeseran dari
grammar based menjadi text based,
saya sudah mulai meninggalkan itu.
Jadi yang namanya menjelaskan
grammar, apa itu simple past tense
dan sebagainya sudah tidak saya
pakai. Saya lebih suka ke project
based. Jadi sebenernya transisinya
terutama dari yang grammar based
ke text based saya sudah ada transisi.
Jadi mulai kesini sudah mulai
terbiasa.
CQ9 Berarti assessment yang
bapak gunakan itu seperti
apa pak?
Saya lebih suka product based. Jadi
misalnya membuat komik ketika kita
belajar narrative. Itu salah satu
contohnya. Saya selalu mendorong
anak untuk menghasilkan product
yang sesuai dengan kreatifitas
mereka. Contoh ketika anak-anak
belajar narrative, yang suka
menggambar bisa membuat komik,
atau membuat cerita dan itu biasanya
saya kumpulkan dan saya buat buku.
Itu ada kok mbak bukunya. Contoh
lainnya misal anak-anak membuat
audio visual advertisement. Jadi
anak-anak merekam lalu nanti
ditampilkan di kelas. Ini kan bentuk
integrasi dari skill dan pengetahuan
mereka. Skill bikin video, speaking,
dan pengetahuan tentang bagaimana
to iklan yang bagus itu.
Nantinya, iklan ini ditampilkan di
Tools
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
116
kelas. Lalu anak-anak yang lain
memberikan komentar
CQ10 Berarti bapak menilai dari
situ ya pak?
Iya, karena kan jadi lebih otentik.
Kita sudah bisa melihat progress nya
anak-anak selama menyelesaikan
tugas. Semuanya bisa kita nilai
opinion
CQ11 Jadi, menurut bapak
bentuk assessment yang
sekarang ini memang
lebih fokus kepada proses
belajar nya ya pak?
Oh iya jelas. Pada saat anak
membuat project kan kita bisa
melihat anak-anak berproses.
Misalnya materi tentang
descriptive text, itu hanya sebagi
acuan saja karena nanti yg
muncul adalah proposal of
improvement. Jadi yang saya
pahami pada kompetensi anak,
secara teoritis sudah menguasai sejak
SMP soal jenis-jenis text dan seperti
apa text descriptive itu. Mereka kan
tidak datang sekolah yang ecek-ecek.
Sekolah mereka sekolah-sekolah
bagus di Jogja. Jadi kalau soal
seperti ini mereka pasti sudah
paham.
Nah dari situ saya sifatnya ya hanya
review saja karena mereka sudah
paham itu. Saya tidak menjelaskan
karena menurut saya itu nggak perlu.
Descriptive ini lah yang jadi dasar
membuat proposal of
improvement. Yang saya nilai ya
proposalnya. Jadi saya membuat
ini dimana anak-anak saya suruh
datang ke object wisata
bersejarah, bisa tourist resort,
candi, atau museum. Kemudian
disana memotret, baik dengan
kata-kata, atau dengan mengambil
gambar maupun video. Lalu nanti
yang dicari anak-anak adalah bad
points and good points. Tapi saya
fokuskan anak-anak ke bad points
nya. Nah nanti yg bad point itu
dipakai untuk membuat proposal
of improvement, misal membuat
papan nama. Bahannya apa, mencari
dimana, semua itu didata dengan
bagus dan detail. Dengan itu anak-
anak sudah bisa belajar membuat
proposal pengadaan. Nah ini kan
riil mbak, karena mereka mencari
PRO
REAL
REAL
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
117
data sendiri dengan melihat
langsung ke lokasi. Bisa juga
mencari data dari web, tapi saya
selalu menekankan kalau itu sifatnya
hanya komplementer saja. Data dari
web itu kan belum tentu sesuai
dengan kenyataan yang ada. Dari
sini lah anak-anak selain membuat
deskripsi tentang lokasi yang mereka
kunjungi, anak-anak juga belajar
membuat proposal. Mereka nanti
saya bekali surat ijin. Jadi mereka
sudah belajar juga meminta ijin
secara resmi itu bagaimana dan
prosesnya seperti apa
CQ12 Wah, menarik ya Pak.
Dari tugas-tugas itu yang
dipelajari tidak hanya
knowledge saja ya pak,
tetapi juga attitudes, soft
skill
Betul itu mbak. Misalnya saja pas
group work. Nah disitu anak-anak
harus bisa bekerja dengan siapapun
jadi mereka akan berusaha sebaik
mungkin mengatasi semua
permasalah yang mungkin muncul
seperti kalau ada perbedaan
pendapat, jadi anak-anak belajar
menghargai pendapat orang lain,
tidak egois, toleransi. Semua itu
akan muncul disitu. Dan nanti kan
proposal itu klo udah jadi kan
dikirim ke pimpinan object yg
dikunjungi. Targetnya itu kan
mengajari anak-anak berani dan
mengajari bahwa mereka punya
hak memberi masukan pada
instansi tertentu. Dari project-
project itu kan kita sudah bisa
melihat seberapa jauh
perkembangan anak dalam proses
belajar itu.
Opinion
Tools
ACHV
CQ13 Dari sini saya bisa
menyimpulkan bahwa
bapak setuju dan percaya
kalau penerapan authentic
assessment dengan
bentuk-bentuk tugas
seperti itu kita sebagai
guru bisa melihat
strengths, weaknesses,
bahkan how far their
learning have developed?
Betul, betul. Kita bisa melihat sejauh
mana anak-anak paham dengan
misalnya membuat explanation text
dan juga menjelaskannya kepada
orang lain secara lisan. Bahkan itu
tadi, strengths, weaknesses,
attitudes, skills, knowledge juga
bisa kita lihat hanya dengan satu
project saja.
SnW
CQ14 Dan juga bentuk-bentuk Oh iya jelas mbak. Bahkan anak- HO
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
118
tugas itu promotes their
learning development ya
pak?
anak saya berikan tugas membuat
semacam skripsi sederhana. Jadi
anak-anak kelas 11 membuat
karya tulis. Nanti diujikan seperti
ujian skripsi itu. Temanya yang
dekat dengan anak-anak saja misal
social welfare. Itu mereka benar-
benar serius lho mbak. Mereka kan
belajar juga menulis background
masalah, menyusun hipotesa
mencari data, mengolah data, dan
melaporkan baik tertulis maupun
lisan pada saat ujian. Bahkan ada
yang sampai pergi ke
perpustakaan UGM untuk
mencari dasar teori. Apa nggak
ngeri itu? Wong disana dikira anak
S2 kok.
Dan ini tentu saja membantu
anak-anak untuk lebih
berkembang misalnya dalam hal
vocab. Karena mereka kan harus
membaca, kadang-kadang buku
bahasa inggris
Dan juga, mereka kan mendapat
pengetahuan yang baru dari
buku-buku yang mereka baca.
Mereka juga belajar gimana cara
presentasi paper yang baik, atau
gimana to membuat teman-
temannya paham apa yang ditulis,
dan juga belajar deliver informasi.
Hal seperti ini kan mengembangkan
anak-anak, nggak hanya bagaimana
menggunakan bahasa tapi juga
aspek-aspek yang lain.
Ini menarik bahkan untuk saya , ya
mbak. Kadang-kadang saya itu
nggak ngerti materi yang mereka
sampaikan, jadi ya saya baca paper
mereka dan mencoba memahami.
Saya nggak mau mengecewakan
mereka karena mereka sudah bekerja
keras bikin paper. jadi saya juga
banyak belajar dari mereka, dapet
banyak informasi dan pengetahuan
baru.
DEV
CQ15 Wah itu berarti benar-
benar melatih higher
order thinking anak Pak.
Karena secara tidak
Jelas itu mbak. Anak-anak kan
sebenarnya sudah ada kompetensi
karena secara input mereka bagus,
jadi kenapa tidak diberikan tugas
HO
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
119
langsung mereka belajar
menganalisa masalah juga
kan
yang sesuai dengan kompetensi
mereka yang sebenarnya? Kalau
saya begitu mikirnya. Jangan hanya
dikasih tugas yang, mohon maaf,
ecek-ecek. Misalnya membuat surat,
itu kan tidak sesuai dengan level
anak kita disini
CQ16 Dan juga, assessment
continuous ya Pak,
berkelanjutan. Karena
anak-anak dilihat juga
sejak dari awal hingga
akhir.
Iya mbak. Product yang
dihasilkan itu kan tidak lepas dari
prosesnya. Seperti apa prosesnya
kan kita bisa mengamati.
Misalnya, saya kadang-kadang
rela 2 jam pelajaran itu anak-anak
hanya browsing saja kok. Kalau
guru lain mungkin tidak suka hal
seperti ini, tapi kalau saya tidak
masalah. Selama anak-anak itu
menggunakan waktu benar-benar
untuk mencari informasi yang
mereka butuhkan untuk
menyelesaikan tugas mereka.
Belajar itu kan kontinu.
Contohnya saja waktu anak-anak
buat paper lalu presentasi di
depan teman-temannya. Anak-
anak belajar juga dari presentasi
teman-temannya. Mereka juga
belajar menghargai orang yang
sedang berbicara. Ini kan juga
proses belajar. Wong saya juga
belajar dari mereka kok.
Ini kan sesuatu yang normal.
PRO
CONT
CQ17 Lalu selain assessment
dari bapak, apakah ada
peer assessment juga?
Peer assessment… Ada. Contohnya
anak-anak menampilkan iklan di
kelas, nanti teman-teman yang lain
memberikan komentar. Atau saat
presentasi. Itu pernah anak-anak
saya buatkan mini seminar. Jadi ada
moderator, presenter, dan notulis
juga. Nanti semuanya saya tanya
soal materi yang dipresentasikan,
baik moderator maupun notulisnya.
Lalu saya selalu “mengipasi” anak-
anak untuk “membunuh” teman yang
presentasi dengan pertanyaan. Nanti
anak-anak semuanya bertanya pada
yang sedang presentasi. Saya senang
ketika anak-anak beradu argumen
karena disitulah anak-anak hidup.
Tools
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
120
Saya selalu minta anak-anak bikin
pertanyaan yg sulit, jadi kalau bisa
tidak one stop questions tapi
pertanyaan yang bisa memunculkan
pertanyaan yang lain. Termasuk
nanti saya jg bertanya. Itu menjadi
seru sekali mbak. Masing-masing
anak selalu mencoba mencari
pertanyaan yang sulit, jadi benar-
benar seru. Dari situlah anak-anak
mulai belajar berpikir kritis, baik yg
presentasi dan yang bertanya juga.
Ini kan jadi lebih meaningful
learning, saya lebih senang yang
begitu.
Saya juga selalu bilang pada anak-
anak, kalau kalian tidak mau
bertanya, jangan harap kalian
mendapat point yang bagus.
Semakin kalian banyak bertanya,
semakin banyak point yang kalian
dapatkan. Dan untuk tema, saya
minta yang tidak biasa. Misalnya
kalau explanation text itu ya jangan
hanya menjelaskan rainbow, atau
tsunami. Ah, itu sudah biasa. Jadi
saya minta anak-anak mencari
sesuatu yang baru, yang mereka
curious about, fenomena-fenomena
yang tidak biasa. Sehingga, anak-
anak pengetahuannya juga
bertambah. Dari segi vocab kan juga
tambah.
CQ18 Menarik, Pak. Tugasnya
juga menarik dan
challenging
Wah, sangat mbak. Kadang-
kadang satu jam itu hanya untuk
presentasi satu kelompok saja kok.
Karena benar-benar seru di kelas.
Dan saya menikmati, begitu juga
anak-anak. Jadi lebih termotivasi
juga.
Bahkan dulu di SMA 2, saya
pernah membuat kompetisi iklan.
Saya undang teman dari ISI dan
dari FB UGM untuk memberikan
penilaian. Kalau waktu di SMA 7
saya bikin festival. Saya waktu itu
pernah undang Harian Jogja
untuk meliput. Dan itu anak-anak
senang sekali. Mereka jadi
termotivasi untuk berlomba-
lomba membuat sebagus mungkin.
MOT
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
121
Lalu pernah juga pas materi
procedure. Yang terkumpul apa?
Ya ada baju, komik, lukisan, jadi
bukan hanya bentuk text
procedurenya, tetapi juga product
nya dikumpulkan. Selain itu juga
videonya mbak. Video bagaimana
mereka membuat karya-karya ini
MEAN
CQ19 Wah, all out sekali ya
Pak.
Oh, harus itu mbak. Saya itu kalau
jadi guru itu seperti itu. Wong saya
suka jadi guru.
CQ20 Jadi dari sini saya bisa
mengambil kesimpulan
kalau tugas-tugas yang
bapak berikan itu
memberikan kesempatan
anak untuk menggunakan
bahasa secara langsung,
tidak hanya di dalam
kelas. Jadi lebih kepada
penggunaannya in real
life.
Bisa sekali. Saya itu tidak suka
kalau misalnya listening itu hanya
fokus pada satu materi dan pakai
headset. Karena kalau di dunia
nyata, kita kan tidak mungkin
ngobrol dengan orang tidak ada
gangguan sama sekali? Pasti ada
suara misal mobil lewat, atau ada
orang lain yang ngobrol di dekat
kita. Jadi dengan mendengarkan
teman lain yang sedang presentasi,
kan itu lebih riil. Karena anak-anak
bisa menggali informasi, dan
mencari detail dari informasi yang
disampaikan oleh temannya.
REAL
CQ21 Kemudian apakah ada
written test? Seperti kalau
test akhir semester
Iya ada, nanti bentuknya text,
reading. Karena buat saya itu ya
hanya untuk pelengkap saja kok,
bukan yang utama. Hanya untuk
menilai segi kognitifnya saja.
tools
CQ22 Soal kriteria penilaian
juga dikomunikasikan
dengan anak-anak ya
Pak?
Iya, nanti kan kita beri tahu
kriterianya. Misalnya membuat
iklan. Kalau dalam pembuatan
iklan itu, ada banyak aspek yang
diperhatikan. Kan tidak hanya
tulisannya saja yang harus bisa
persuade, tapi kan warna sangat
berpengaruh, itu juga saya nilai.
Jadi anak-anak membuatnya juga
tidak setengah-setengah
CRT
CQ23 Lalu menurut Pak Heru,
kenapa banyak guru
merasa kesulitan dengan
adanya authentic
assessment di kurikulum
Mungkin beberapa sekolah menjadi
kesulitan karena kurang inovasi
karena sebenarnya menurut saya soal
pemahaman karena ini kan soal input
– proses – output. Guru itu hanya
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
122
2013 ini?
mempengaruhi proses belajar saja.
Ketika input sudah bagus,
bagaimana selanjutnya prosesnya?
Input di setiap sekolah kan berbeda-
beda, jadi ya prosesnya menjadi
berbeda. Misalnya kalau di sini
anak-anak membuat surat itu sudah
biasa, ya tugasnya harus lebih dari
itu. Kalau di sekolah lain, bisa jadi
membuat surat itu sudah sesuatu
yang luar biasa.
Dan menurut saya, mungkin mereka
tidak paham peran guru. Karna kalau
guru itu mau kurikulum berubah
berapa kali pun ya tidak masalah.
Karena guru kan berperannya dalam
proses belajar. Tinggal mereka mau
“ngoyo” atau mau seperti itu-itu saja.
Karena guru berperan penting untuk
anak, jadi mindsetnya juga harus
diubah. Kita itu bisa menjadi
manajer, operator, fasilitator, bahkan
menjadi teman belajar mereka.
Karena kita bahasa itu kan hanya
pengantar, we don’t learn the
language, we use the language. Kita
harus juga bisa membangun atmosfir
yang baik untuk belajar.
CQ24 Kalau untuk rubric
penilaian bagaimana Pak?
Itu kan tergantung gurunya, kalau
saya rubric itu saya buat sendiri. Jadi
kita lebih tahu mana yang mau
dinilai dan sedetail apa penilaiannya
CQ25 Lalu untuk evaluasi
penggunaan Authentic
Assessment di K13 ini
seperti apa Pak?
Kalau saya sudah bagus, ya itu tadi,
hanya guru saja yang belum paham.
Karena guru terprovokasi dengan
pandangan bahwa K13 itu sulit.
Padahal menurut saya, kalau kita
kreatif ya menarik sekali. Guru itu
sudah terprovokasi juga bahwa jadi
guru itu tidak usah ngoyo, wong
murid-muridny sudah pinter. murid-
muridnya sudah bisa masuk UGM.
Hal-hal seperti itu kan jelek sekali
karena membuat guru tidak bisa
kreatif. Padahal kalau guru mau
kreatif, mengajar itu enak kok mbak,
menyenangkan.
opinion
CQ26 Setuju saya pak, kalau
membosankan ya gurunya
Nah, selain itu, siswa ya tidak
berkembang. Buat apa punya siswa
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
123
jadi bosan juga pinter kalau kita tidak pinter juga?
Kita harus bisa membuat mereka
berkembang donk, jangan cuma
begitu-begitu saja
CQ27 Kecuali administrasinya
ya Pak, terlalu banyak
Wah kalau untuk saya, yang penting
saya itu mengajar dan anak-anak
mendapatkan sesuatu dari belajar
bersama saya. Jujur saja saya bukan
orang yang rajin membuat
administrasi.
CQ28 Jadi, dari sini saya bisa
menyimpulkan kalau
bentuk-bentuk assessment
yang digunakan di
Kurikulum 2013 itu
sebenarnya sangat riil dan
bisa membatu anak-anak
menjadi lebih termotivasi
belajar, ya Pak. Terutama
kalau untuk pembelajaran
Bahasa Inggris itu
integrasi skill dan
knowledge itu bisa dilihat
dari tugas-tugas yang
diberikan.
Ya, pada dasarnya, kalau guru mau
kreatif dan ngoyo, semua itu bisa
mbak dan tidak sulit. Karena kita
sendiri sebagai guru juga menikmati.
Bahkan, kita bisa belajar juga dari
anak-anak lewat informasi yang
mereka share di dalam kelas.
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
124
Appendix 5 Permission Letter
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI