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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

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


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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


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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


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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


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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


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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


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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


xiii

ABSTRACT

Indriani, L. E. (2017). Teachers’ Beliefs about Authentic Assessment in

Curriculum 2013. Yogyakarta: English Language Studies Graduate Program


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


xiv

ABSTRAK

Indriani, L. E. (2017). Teachers’ Beliefs towards Authentic Assessment in

Curriculum 2013. Yogyakarta: English Language Studies Graduate Program


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


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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


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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.


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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


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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


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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).


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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.


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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.


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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.


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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.


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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


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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.


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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


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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


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,


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


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,


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


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


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)


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;


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


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


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


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


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.


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.


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


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


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


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


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.


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


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,


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


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



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


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


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.


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


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


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.


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.


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.


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


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


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


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.


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


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


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


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


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


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


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


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


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


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


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


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,


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


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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,


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


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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


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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.


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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


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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


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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


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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’


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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


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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


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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


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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


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


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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


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


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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


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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


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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


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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.


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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


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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


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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


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


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,


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.


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


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


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


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.


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.


91

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APPENDICES


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


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


98

which require students to integrate

skills and knowledge


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 …


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


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?


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,


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


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


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


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


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


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.


108

Interviewee Name : Bravo (B)

Date : March 4, 2017

Time : 09:47 a.m.


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-


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


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


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


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


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


114

Interviewee Name : Charlie (C)

Date : March 18, 2017

Time : 12:20 p.m.


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


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


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


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


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


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


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


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


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


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


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.


124

Appendix 5 Permission Letter


teachers’ beliefs about authentic asssessment in … · otentik memiliki tugas yang penuh arti...

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