THE AUTHENTICITY OF ENGLISH LANGUAGE ASSESSMENT FOR THE TWELFTH GRADE STUDENTS OF SMK NEGERI 4 SURAKARTA IN ACADEMIC YEAR OF 2015/2016
COVER
THESIS Submitted as a Partial Fulfillment of the Requirements for Getting Master in Language Study Graduate Program
by NURUL HIDAYATI S200140034
POST-GRADUATE MASTER OF LANGUAGE STUDIES UNIVERSITAS MUHAMMADIYAH SURAKARTA 2016
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NOTE OF ADVISOR I
Mauly Halwat Hikmat, Ph.D Lecturer of Magister of Language Study Post Graduate Program Muhammadiyah University of Surakarta Official Note on Nurul Hidayati’s Thesis Dear The Director of Graduate Program of Magister of Language Study Post Graduate Program Muhammadiyah University of Surakarta Assalamu’alaikum Wr. Wb. Having read, examined, corrected, and necessarily revised the thesis of Name
: Nurul Hidayati
Nim
: S 200 140 034
Program
: Magister of Language Study
Focus on
: Learning Evaluation of Language
Title
: The Authenticity of English Language Assessment for the Twelfth Grade Students of SMK Negeri 4 Surakarta in Academic Year of 2015/2016.
I state that the thesis is approved to be examined by board of examiners in the Magister of Language Study of Muhammadiyah University of Surakarta. Wassalamu’alaikum Wr. Wb. Surakarta, January 2016 First Advisor
Mauly Halwat , Ph.D
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NOTE OF ADVISOR II
Dr. Anam Sutopo, M.Hum Lecturer of Magister of Language Study Post Graduate Program Muhammadiyah University of Surakarta Official Note on Nurul Hidayati’s Thesis Dear The Director of Graduate Program of Magister of Language Study Post Graduate Program Muhammadiyah University of Surakarta Assalamu’alaikum Wr. Wb. Having read, examined, corrected, and necessarily revised the thesis of Name
: Nurul Hidayati
Nim
: S 200 140 034
Program
: Magister of Language Study
Focus on
: Leraning Evaluation of Language
Title
: The Authenticity of English Language Assessment for the Twelfth Grade Students of SMK Negeri 4 Surakarta in Academic Year of 2015/2016.
I state that the thesis is approved to be examined by board of examiners in the Magister of Language Study of Muhammadiyah University of Surakarta. Wassalamu’alaikum Wr. Wb. Surakarta, January 2016 Second Advisor
Dr. Anam Sutopo, M.Hum
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APPROVAL
THE AUTHENTICITY OF ENGLISH LANGUAGE ASSESSMENT FOR THE TWELFTH GRADE STUDENTS OF SMK NEGERI 4 SURAKARTA IN ACADEMIC YEAR OF 2015/2016
THESIS
by NURUL HIDAYATI S200140034
Approved to be Examined by
Consultant I
Consultant II
Mauly Halwat Hikmat, Ph.D
Dr. Anam Stutopo, S.Pd, M.Hum
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PRONOUNCEMENT
I am the writer of this thesis, Name
: Nurul Hidayati
Nim
: S 200 140 034
Program
: Master of Language Studies
Focus on
: Learning Evaluation of Language
Title
: The Authenticity of English Language Assessment for the Twelfth Grade Students of SMK Negeri 4 Surakarta in Academic Year of 2015/2016.
Certify that this thesis is definitely my own work. I am completely responsible for its content. Otherwise, there are some other writer’s opinions for findings included in this thesis but they are quoted or cited in accordance with ethical standard. When there is evidence that this thesis is a kind of plagiarism, I will accept the correlation of my post graduate degree given by Muhammadiyah University of Surakarta. Surakarta, January 2016 The writer
Nurul Hidayati
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MOTTO
By time, Indeed mankind is in loss, Except for those who have believed and done righteous deeds and advised each other ti truth and advice each other to patience. ( Quran : Al-Ashr 1-3 )
Take benefit of five before five : your youth before your old age, your health before your sickness, yor wealth before your poverty, your free time before you are pre occupied, and your life before your death. ( Narrated by Ibn Abbas and reported by Al Hakim )
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DEDICATION
This thesis is dedicated to:
---------My Beloved Husband, Sons and Daughters--------With whom my spirit is always on
------------------------My Beloved Institution-----------------In which I have learned precious experiences
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ACKNOWLEDGMENT
Alhamdulillahi Robbil‘aalamin, praise to Allah SWT for the strength and guidance so that the writer is able to finish writing the research entitled “The Authenticity of English Language Assessment for the Twelfth Grade Students of SMK Negeri 4 Surakarta in Academic Year of 2015/2016”. The research is completed because of advice, support, and prayer from everyone. Therefore, the writer would like to express her gratitude and appreciation to:
1.
Prof. Dr. Khudzaifah Dimyati, SH, M.Hum, the Director of Muhammadiyah University of Surakarta,
2.
Prof. Dr. Markhamah, M.Hum, the Head of Language Study Department,
3.
Mauly Halwat, Ph. D and Dr. Anam Sutopo, S.Pd, M.Hum as the consultants, who have given guidance, information, suggestion and correction patiently during the arrangement of the research.
4.
Suratno, S.Pd., M.Pd., the former Principal of SMK Negeri 4 Surakarta who had given her permission to continue studying.
5.
Drs. Suyono, M.Pd., the Principal of SMK Negeri 4 Surakarta who had facilitated to do the research.
6.
Dra, Sartini Sardjan, Dra. Tri Udik Hastuti and Heri Susanto, M.Kom who had done favours for her in completing her thesis.
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7.
Her beloved friends Eko Mulyono, Maratina Indah Prasmawati, for all favours, pray and support.
8.
All teachers and administration staff of SMK Negeri 4 Surakarta who had given motivation to finish this thesis.
9.
All friends in English Class A of MPB 2014 who have given their support and motivation.
10. Her beloved family – her husband M.Syukur; her sons Damar, Gigih, Bara; her daughters Tazkia and Naily for all favours, pray and support. 11. All friends, and lecturers that cannot be mentioned one by one, who have supported her. The writer realizes that this research is far from being perfect. Therefore, the writer accepts all positive and constructive criticism and suggestion.
The writer
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TABLE OF CONTENT COVER ............................................................................................................... i NOTE OF ADVISOR I ...................................................................................... ii NOTE OF ADVISOR II ................................................................................... iv APPROVAL ....................................................................................................... v PRONOUNCEMENT ....................................................................................... vi MOTTO ........................................................................................................... vii DEDICATION ................................................................................................ viii ACKNOWLEDGMENT................................................................................... ix TABLE OF CONTENT .................................................................................... xi ABSTRACT .................................................................................................... xiv
CHAPTER I INTRODUCTION ........................ Error! Bookmark not defined. A.
Background of the Study ................... Error! Bookmark not defined.
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Limitation of the Study ...................... Error! Bookmark not defined.
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Problem Statements ........................... Error! Bookmark not defined.
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Objective of the Study ....................... Error! Bookmark not defined.
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Benefits of the Study .......................... Error! Bookmark not defined.
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Research Paper Organization ........... Error! Bookmark not defined.
CHAPTER II RELATED LITERARY REVIEW ........... Error! Bookmark not defined. A.
Previous Studies ................................. Error! Bookmark not defined.
B.
Theoretical Review ............................ Error! Bookmark not defined.
1.
Assessment ............................................ Error! Bookmark not defined.
2.
Authentic Assessment ............................ Error! Bookmark not defined.
3.
Authentic Assessments in English Language Teaching. ................ Error! Bookmark not defined.
4.
Authentic Assessment as Recommended in The Indonesian National Standard of Assessment. ...................... Error! Bookmark not defined.
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5.
Scoring Rubrics and Grading System in Language Assessment ..... Error! Bookmark not defined.
C.
Theoretical Framework ..................... Error! Bookmark not defined.
CHAPTER III RESEARCH METHOD ............ Error! Bookmark not defined. A.
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Time of the research .............................. Error! Bookmark not defined.
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Place of the research .............................. Error! Bookmark not defined.
C.
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D.
Research Subject................................ Error! Bookmark not defined.
E.
Data and Data Source ........................ Error! Bookmark not defined. 1.
Data ....................................................... Error! Bookmark not defined.
2.
The data source ..................................... Error! Bookmark not defined.
F.
Technique of Collecting Data ............ Error! Bookmark not defined. 1.
Observation ........................................... Error! Bookmark not defined.
2.
Interview ............................................... Error! Bookmark not defined.
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Content-Analysis ................................... Error! Bookmark not defined.
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Data Validity ...................................... Error! Bookmark not defined.
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Technique of Analyzing Data ............ Error! Bookmark not defined.
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Data Reduction ...................................... Error! Bookmark not defined.
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Data Display .......................................... Error! Bookmark not defined.
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Conclusion drawing/verification ............ Error! Bookmark not defined.
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ............. Error! Bookmark not defined. A. The Description of SMK Negeri 4 Surakarta . Error! Bookmark not defined. 1.
The School Profile ................................. Error! Bookmark not defined.
2.
The Curriculum Applied at SMK Negeri 4 Surakarta ..Error! Bookmark not defined. xii
B. 1.
Research Findings .............................. Error! Bookmark not defined. The Types of Assessment Used by The Teachers in English Language Assessment .......................................... Error! Bookmark not defined.
2.
The authenticity of the assessments used by the teacher ................ Error! Bookmark not defined.
3.
The Scoring System Used by Teachers to Score the Students’ Learning Outcome. ............................................. Error! Bookmark not defined.
4.
The Problems Encountered by the Teachers in Applying Authentic Assessment for English Language ........ Error! Bookmark not defined.
C.
Discussion ........................................... Error! Bookmark not defined.
CHAPTER V CONCLUSSION, PAEDAGOGICAL IMPLICATION AND SUGGESTION .................................................. Error! Bookmark not defined. A.
Conclussion ........................................ Error! Bookmark not defined.
B.
Paedagogical Implication................... Error! Bookmark not defined.
C.
Suggestion .......................................... Error! Bookmark not defined.
BIBLIOGRAPHY .................................................. Error! Bookmark not defined.
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ABSTRACT NURUL HIDAYATI, S 200140034. “THE AUTHENTICITY OF ENGLISH LANGUAGE ASSESSMENT FOR THE TWELFTH GRADE STUDENTS OF SMK NEGERI 4 SURAKARTA IN ACADEMIC YEAR OF 2015/2016”. Universitas Muhammadiyah Surakarta. Thesis. 2016. The new Curriculum applied to schools in Indonesia is Curriculum 2013 which recommends the application of authentic assessment. This study deals with the authenticity of English Language Assessment for the twelfth grade students of SMK Negeri 4 Surakarta in the academic year of 2015/2016. This research aims at finding some empirical facts about what types of assessments are used by the English teachers in assessing English Language, how is the authenticity of the assessment used by the teacher, how do teachers use the assessment to score the students’ learning outcome and what problems are encountered by the teachers in applying authentic assessment for English language. The research method used is qualitative research, and it focuses on the authenticity of English assessment used by the teacher. The data was collected by using observation which was done in the classroom during the assessment process, interview and content-analysis. Observations were conducted to get the data about students’ activity during the process of assessment. Interviews were conducted to get the data about the implementation of authentic assessment and the problems encountered by teachers in the implementation. The document study was conducted to get the data about the assessment documents used by the teachers. The findings of this research are firstly the teacher used three types of assessment : (a) Formative Test which covers affective-cognitive-psychomotor aspects. In assessing affective aspect teachers used observation, in assessing cognitive aspect teachers used written test and in assessing psychomotoric aspect teacher used performance test, product and portfolio. (b) Mid Term Test (c) Semester Test. Secondly, the Formative Test used by the teachers has high level of authenticity, while the Mid Term Test and Semester Test had very low authenticity. Thirdly, the scoring system used was the Criterion Reference Test which refers to Minimum Mastery Criteria. Forthly, there were at least four problems in applying authentic assessment : (a) the teacher felt overburdened with too many assessment formats (b) the inconsistency in educational regulation cause confusion for school practitioner (c) insufficient learning facilities caused in the assessment not effective (d) insufficient IT system needed to be improved. The school had been doing efforts to overcome the problems. Keyword
: authenticity, assessment, and authentic assessment
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ABSTRAKSI NURUL HIDAYATI, S 200140034. “THE AUTHENTICITY OF ENGLISH LANGUAGE ASSESSMENT FOR THE TWELFTH GRADE STUDENTS OF SMK NEGERI 4 SURAKARTA IN ACADEMIC YEAR OF 2015/2016”. Universitas Muhammadiyah Surakarta. Thesis. 2016.
Kurikulum baru yang diterapkan pada sekolah-sekolah di Indonesia adalah Kurikulum 2013 merekomendasikan penilaian autentik. Penelitian ini terkait dengan Penilaian Autentik pada mata pelajaran Bahasa Inggris untuk siswa kelas XII SMK Negeri 4 Surakarta pada Tahun Pelajaran 2015/2016. Penelitian ini bertujuan untuk menemukan fakta empiris tentang jenis penilaian apa yang digunakan oleh guru Bahasa Inggris, bagaimana autentisitas penilaian yang digunakan oleh guru, bagaimana guru menggunakan penilaian untuk menentukan hasil belajar siswa dan masalah apa yang dihadapi oleh guru dalam menerapkan penilaian autentik. Metode penelitian yang digunakan adalah penelitian kualitatif, dan berfokus pada autentisitas penilaian yang digunakan oleh guru. Data dikumpulkan dengan menggunakan pengamatan, wawancara dan konten-analisis. Pengamatan dilakukan untuk mendapatkan data tentang aktivitas siswa selama proses penilaian. Wawancara dilakukan untuk mendapatkan data tentang pelaksanaan penilaian otentik dan masalah yang dihadapi oleh guru dalam pelaksanaannya. Analisis konten dilakukan untuk mendapatkan data tentang dokumen penilaian yang digunakan oleh guru. Temuan pada penelitian ini adalah, pertama guru menggunakan tiga jenis penilaian: (a) Ulangan Harian yang mencakup aspek afektif-kognitif-psikomotor. Dalam menilai guru aspek afektif menggunakan observasi, dalam menilai guru aspek kognitif digunakan tes tertulis dan dalam menilai psikomotorik aspek kinerja guru digunakan tes, produk dan portofolio. (B) Ulangan Tengah Semester dan (c) Ulangan Akhir Semester. Kedua, Test Formatif digunakan oleh guru memiliki tingkat autentisitas tinggi, sedangkan Ulangan Tengah Semester dan Ulangan Akhir Semester memiliki keaslian yang sangat rendah. Ketiga, sistem penilaian yang digunakan adalah Acuan Kriteria yang mengacu pada Kriteria Ketuntasan Minimal. Keempat, setidaknya ada empat masalah dalam menerapkan penilaian autentik: (a) guru merasa terbebani dengan terlalu banyaknya format penilaian (b) inkonsistensi dalam regulasi pendidikan menyebabkan kebingungan bagi praktisi sekolah (c) fasilitas belajar yang tidak memadai menyebabkan penilaian tidak efektif (d) sistem TIK perlu ditingkatkan. Sekolah telah melakukan upaya-upaya untuk mengatasi masalah. Kata Kunci
: authenticity, assessment, and authentic assessment
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