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THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT

IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013

(A Case Study at the Tenth Grade of SMA Tunas Bangsa, Aceh Barat Daya

in the Academic Year of 2014/2015)

THESIS

Submitted to Fulfill One of the Requirements for the Completion

of the English Education Department of Graduate Program of

Teacher Training and Education Faculty

FITRIANI

S891308016

ENGLISH EDUCATION DEPARTMENT

GRADUATE PROGRAM

FACULTY OF TEACHER TRAINING AND EDUCATION

SEBELAS MARET UNIVERSITY

SURAKARTA

2015


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APPROVAL


IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013 (A Case Study at the Tenth Grade of SMATunas Bangsa, Aceh Barat Daya


By:

FITRIANI

S891308016

This Thesis has been approved by the Board of Consultants of English Department

of Graduate Program of Teacher Training and Education Faculty of

Sebelas Maret University on 18 March 2015

Consultant I

Prof. Dr. Sri Samiati Tarjana

NIP.19440602 1965112001

Consultant II

Dr. Hersulastuti, M. Hum

NIP.196504211987032002

Approved by

Head of English Department of Graduate Program of

Teacher Training and Education Faculty

Sebelas Maret University

Dr. Abdul Asib, M.Pd

NIP 19520307 198003 1005


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LEGITIMATION


IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013

(A Case Study at the Tenth Grade of SMA Tunas Bangsa, Aceh Barat Daya


FITRIANI

S891308016

This Thesis has been examined by the board of the thesis examiners of

English Department of Graduate Program of Teacher Training and

Education Faculty of Sebelas Maret University on 1 April 2015

Board of Examiners: Signature

Chairman : Dr. Abdul Asib, M.Pd ________________

Secretary : Dra. Dewi Rochsantiningsing, M.Ed, Ph. D ________________

Members : 1. Prof. Dr. Sri SamiatiTarjana ________________

2. Dr. Hersulastuti, M. Hum ________________

Dean of Teacher Training and

Education Faculty of


Prof.Dr. M. Furqan Hidayatullah, M.Pd

NIP. 19600727 198702 1 001

Head of English Education

Department of Graduate Program of


Dr. Abdul Asib, M.Pd

NIP 19520307 198003 1005


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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “The Implementation

of Authentic Assessment in English Instruction based on Curriculum 2013 (A Case

Study at Tenth Grade of SMATunas Bangsa, Aceh Barat Daya in the Academic Year

of 2014/2015). It is not plagiarism or made by others. Anything related to other’s

work is written in quotation, the source of which is listed in the bibliography.

If then this pronouncement proves wrong, I am ready to accept any academic

punishment, including the withdrawal or cancellation of my academic degree.

Surakarta, March 2015

Fitriani


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ABSTRACT

Fitriani. 2015. S891308016. THE IMPLEMENTATION OF AUTHENTIC

ASSESSMENT IN ENGLISH INSTRUCTION BASED ON CURRICULUM 2013.

A case study at the tenth grade of SMA Tunas Bangsa Aceh Barat Daya in the

academic year of 2014/2015. Thesis. Surakarta. English Education Department of

Graduate Program of Sebelas Maret University. Thesis Consultant I: Prof. Dr. Sri

Samiati Tarjana; Thesis Consultant II: Dr. Hersulastuti, M. Hum

This study aims at: (1) describing the implementation of authentic assessment

in English instruction based on curriculum 2013, (2) figuring out the difficulties in

implementing authentic assessment in English instruction based on curriculum 2013

and (3) yielding the solution used by the teacher to overcome the difficulties in

implementing authentic assessment in English instruction based on curriculum 2013.

This study applies a case study method which had been carried out at the

tenth grade of SMA Tunas Bangsa, Aceh Barat Daya in the academic year

2014/2015.The data were collected through interview, observation and

documentation and validated by using triangulation and member checking method.

The data were then analyzed by using the interactive model of Miles and

Hubberman.

The result of the study revealed that SMA Tunas Bangsa Aceh Barat Daya

utilized Permendikbud 81a Tahun 2013 as the primary guideline in implementing

authentic assessment in curriculum 2013. Particularly, the English teacher

administered oral monolog test as the performance assessment, descriptive written

test as the portfolio assessment, and assigned students to produce a tourism brochure

as the project assessment. However, the complex assessment procedure, managing

the classroom assessment activities and scoring the students’ tasks were the main

difficulties in enacting this assessments. To overcome the problems, the teacher

maintained annual communication with students concerning the assessment system,

organized the tasks orderly and adjusted the scoring instruments to the level of

students’ English proficiency and the school condition.

SMA Tunas Bangsa Aceh Barat Daya has been implementing the authentic

assessment as directed in curriculum 2013. However, the English teacher still

experienced some constraints during instructional activities so that the assessment

process did not run effectively. Therefore, the English teacher is expected to extend

her insight, creativity and dedication to improve the quality of the assessment. The

curriculum coordinator is recommended to increase the coordination between

teachers to create more effective assessment management.

Keywords: implementation, authentic assessment, curriculum 2013


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MOTTO

Imagination is more important than knowledge. For knowledge is limited to all we

now know and understand, while imagination embraces the entire world, and all

there ever will be to know and understand.

(Albert Einstein)


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DEDICATION

This thesis is dedicated to my husband, Mujiyono and my dearest son, Grahal

Ageng Ibrahim. I give my deepest expression of love and appreciation for the

encouragement that you gave and the sacrifices you made during my study at this

graduate program. Thank you for the support and company during the hardest days

and late nights of typing. The deepest gratitude also to my parents Kusnu and

Saminem and my parents in law Ginarto and Rubini for the pray, love and the

support that without them I would not be able to finish my thesis. Special thank to

my best friends (Iin, Puput, Dian) and all of my friends that I cannot mention one by

one.


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ACKNOWLEDGMENT

The most gratitude belongs to Allah SWT, the King of the human being and

the Owner of my soul, for the hearing of my prayers, for the blessing and the

gracefull gift in my life. In conducting this research, I got many contributions,

assistances, suggestion and comments from many parties. Therefore, my sincere

gratitude is dedicated to:

1. The Director of Graduate School of Sebelas Maret University.

2. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University.

3. The Head of Graduate Program of English Education Department of Teacher

Training and Education Faculty of Sebelas Maret University.

4. Prof. Dr. Sri Samiati Tarjana, my first consultant

5. Dr. Hersulastuti, M.Hum, my second consultant for the time, patience, advise,

assisstance and motivation.

6. The Headmaster, the Curriculum Coordinator, and the English teacher of SMA

Tunas Bangsa Aceh Barat Daya who have permitted me to conduct my study.

In the hope to improve this thesis, all supporting suggestion and criticism are

openly welcome to my email at [email protected]. Finally, I do hope that this

thesis will be able to contribute useful ideas to improve the English teaching learning

process.

Surakarta, March 2015

The writer

Fitriani


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TABLE OF CONTENTS

COVER ................................................................................................................ i

APPROVAL ........................................................................................................ ii

LEGITIMATION ............................................................................................... iii

PRONOUNCEMENT ......................................................................................... iv

ABSTRACT ......................................................................................................... v

MOTTO ............................................................................................................... vi

DEDICATION ..................................................................................................... vii

ACKNOWLEDGMENT .................................................................................... viii

TABLE OF CONTENTS ................................................................................... ix

LIST OF TABLES .............................................................................................. xiii

LIST OF FIGURES ............................................................................................ xiv

LIST OF ABBREVIATIONS ............................................................................ xv

LIST OF APPENDICES .................................................................................... xvi

CHAPTER I INTRODUCTION ....................................................................... 1

A. Background of the Study ........................................................................... 1

B. Problems of the Study ............................................................................... 5

C. Objectives of the Study ............................................................................. 6

D. Limitation of the Study ............................................................................. 7

E. Significance of the Study .......................................................................... 7

1. For the English Teachers..................................................................... 7

2. For the Curricullum Coordinator ........................................................ 8

3. For Further Researchers ...................................................................... 8

CHAPTER II THEORETICAL FRAMEWORK .......................................... 9

A. Curriculum 2013 ....................................................................................... 9

B. The Concept of Assessment in Curriculum 2013 ..................................... 10

1. Mechanism of Assessment ................................................................. 11

2. Procedure of Assessment .................................................................. 12

3. Score Processing ............................................................................... 13

a. Attitude Assessment ...................................................................... 13


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b. Knowledge Assessment ................................................................. 14

c. Skill Assessment............................................................................ 15

C. Authentic Assessment .............................................................................. 15

1. The Meaning of Authentic Assessment ............................................ 16

2. Types of Authentic Assessment ........................................................ 17

a. Performance Assessment ............................................................... 18

b. Portfolio Assessment ..................................................................... 19

c. Project Assessment ........................................................................ 21

D. Designing Authentic Assessment for English Language Instruction ........ 22

E. The Technique of Scoring Authentic Assessment ................................... 25

1. Rubrics ............................................................................................... 25

2. Rating Scales ..................................................................................... 30

3. Checklist ............................................................................................. 31

E. The Benefits of Using Authentic Assessment ........................................... 32

1. Authentic Assessments are Direct Measures ..................................... 32

2. Authentic Assessments Capture Constructive Nature of Learning .... 32

3. Authentic Assessments Integrate Teaching, Learning and Assessment 33

4. Authentic Assessments Provide Multiple Paths to Demonstration .... 33

F. The Difficulties in Implementing Authentic Assessment ......................... 34

1. Purpose ............................................................................................... 34

2. Fairness .............................................................................................. 35

3. Grading ............................................................................................... 37

G. Assessing Speaking and Writing by Using Authentic Assessment .......... 38

1. Authentic Assessment of Speaking ................................................... 39

2. Authentic Assesment of Writing ........................................................ 41

H. Review of Related Research ..................................................................... 43

CHAPTER III RESEARCH METHOD……………………......................... 44

A. Research Setting ........................................................................................ 44

1. SMA Tunas Bangsa ............................................................................ 44

2. Time Setting of the Study ................................................................... 45

B. Case Study ................................................................................................. 46

C. Source of Data ........................................................................................... 48


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1. Event ................................................................................................... 48

2. Informants ........................................................................................... 49

3. Document ........................................................................................... 49

D. Technique of Collecting Data .................................................................. 49

1. Interview ............................................................................................. 50

2. Classroom observation ........................................................................ 50

3. Documentation ................................................................................... 51

E. Trustworthiness ......................................................................................... 51

1. Triangulation ...................................................................................... 52

2. Member checking ............................................................................... 52

F. Technique of Data Analysis ..................................................................... 52

1. Data reduction ..................................................................................... 53

2. Data display ........................................................................................ 53

3. Drawing conclussion and verification ................................................ 54

CHAPTER IV RESEARCH FINDINGS AND DISCUSSION ....................... 55

A. Research Findings ..................................................................................... 56

1. The Implementation of Authentic Assessment Based on Curriculum

2013…. ................................................................................................ 56

a. The Documents of Authentic Assessment in Curriculum 2013 .... 56

1. Permendikbud No 81a Tahun 2013 ......................................... 57

2. Syllabus ................................................................................... 58

3. Lesson Plan.............................................................................. 59

4. Scoring Instruments ................................................................. 61

b. The Strategy in Designing the Authentic Assessments ................. 62

c. The Activities of Implementing Authentic Assessments in

Curriculum 2013 ......................................................................... 63

1. Performance Assessment ......................................................... 65

2. Portfolio Assessment ............................................................... 66

3. Project Assessment .................................................................. 68

2. The Teacher’s Difficulties in Implementing Authentic Assessment . 69

a. The Difficulties in Applying Performance Assessment ................ 70

b. The Difficulties in Applying Portfolio Assessment ...................... 72


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c. The difficulties in Applying Project Assessment .......................... 73

3. Techniques to Overcome the Problems in Implementing

Authentic Assessments ...................................................................... 76

B. Discussion ................................................................................................. 77

1. The Implementation of Authentic Assessment in Curriculum 2013 77

a. The Documents of Authentic Assessment in Curriculum 2013 .. 77

b. The Strategy in Designing the Authentic Assessments .............. 80

c. The Activities of Implementing Authentic Assessments in

Curriculum 2013 ......................................................................... 81

2. The Teacher’s Difficulties in Implementing Authentic Assessment 83

3. Techniques to Overcome Problems in Implementing Authentic

Asessments ........................................................................................ 85

CHAPTER V CONCLUSSION, IMPLICATION AND SUGGESTION ...... 83

A. Conclussion ............................................................................................... 83

B. Implication ............................................................................................... 85

C. Suggestions .............................................................................................. 85

1. For the Curriculum Coordinator ......................................................... 85

2. For the English Teacher ..................................................................... 86

3. For Further Researchers ..................................................................... 86

BIBLIOGRAPHY ............................................................................................... 87

APPENDICES ..................................................................................................... 88


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LIST OF TABLES

Table 2.1 Example of Writing Scoring Rubric ...................................................... 28

Table 2.2 Example of Writing Checklist ................................................................ 31

Table 3.1 Time Setting of The Study ..................................................................... 46

Table 3.2 Research Procedure ................................................................................ 48

Table 4.1 Issues Arrising From Research Problem ................................................ 55

Table 4.2 The Concept of Skill Competence Assessment In English Syllabus ..... 58

Table 4.3 Lesson Plan Identification ...................................................................... 60

Table 4.4 Scoring Rubric of Portfolio Assessment ................................................ 61

Table 4.5 Scoring Rubric of Performance Assessment .......................................... 62

Table 4.6 Scoring Rubric of Project Assessment ................................................... 62

Table 4.7 The Score Form of Skill Competence .................................................... 62


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LIST OF FIGURES

Figure 2.1 The Steps in Designing Rubrics .................................................... 29

Figure 3.1 Miles and Huberman Interactive Model of Analysis .................... 53


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LIST OF ABBREVIATIONS

APP Appendix

CO Classroom Observation

INT Interview


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LIST OF APPENDICES

Appendix 1 Class Activities Observation Check-List ................................. 93

Appendix 2 Authentic Assessments Activities Observation Check-List .... 94

Appendix 3 Curriculum Coordinator Interview Guideline .......................... 95

Appendix 4 Teacher Interview Guideline .................................................... 96

Appendix 5 Documentation Check-List ...................................................... 98

Appendix 6 Curriculum Coordinator Interview Transcription .................... 99

Appendix 7 English Teacher Interview Transcription ................................ 103

Appendix 8 Authentic Assessment Activities Observation Note 1 ............. 111



Appendix 11 English Syllabus of SMA Semester 1 KD 4.8, 4.9, 4.10 ......... 119

Appendix 12 Lesson Plan 1 ........................................................................... 123



Appendix 15 Scoring Guidance of SMA Tunas Bangsa ............................... 143

Appendix 16 Scoring Rubric of Performance Assessment ............................ 144

Appendix 17 Scoring Rubric of Portfolio Assessment .................................. 145

Appendix 18 Scoring Rubric of Project Assessment ..................................... 146

Appendix 19 Students’ Score of Skill Competence ...................................... 147

Appendix 20 Student’s Project Task ............................................................. 148

Appendix 21 Student’s Portfolio Task .......................................................... 149

Appendix 22 Student’s Performance Task .................................................... 150

Appendix 23 Students’ Portfolio Binders ...................................................... 151

Appendix 24 Letter of Research Permission ................................................. 152

Appendix 25 Letter of Research Notification ................................................ 153