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AN ANALYSIS OF AUTHENTIC ASSESSMENT IN 2013
CURRICULUM USED BY THE ENGLISH TEACHER AT SMA
NEGERI 4 MALANG
THESIS
This thesis is submitted to meet one of the requirements to achieve
Sarjana Degree in English Language Education
by:
Abdulloh
201210100311086
ENGLISH LANGUAGE EDUCATION DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION
UNIVERSITY OF MUHAMMADIYAH MALANG
2016
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This thesis was written by Abdulloh and was approved on August 9, 2016
by:
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This thesis was defended in front of the examiners of the Faculty of Teacher
Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve
Sarjana Degree in English Language Education
on August 9, 2016
Approved by:
Faculty of Teacher Training and Education
University of Muhammadiyah Malang
Examiners:
1. Dr. Sri Hartiningsih, M.M
2. Drs. Jarum, M.Ed
3. Rahmawati Khadijah Maro, S.Pd., M.PEd
4. Santi Prastiyowati, S.Pd., M.Pd
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LETTER OF AUTHENTICITY
The undersigned below:
Name : Abdulloh
NIM : 201210100311086
Department : English Language Education Department
Faculty : Faculty of Teacher Training and Education
I hereby declare that in this thesis there is no any thesis or paper that have been
proposed to receive a bachelor degree, and there is no ideas or notions written or
published by another person, unless what has been written in this thesis and
mentioned in the references.
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MOTTO
“Karena sesungguhnya sesudah kesulitan itu ada kemudahan. Maka apabila kamu
telah selesai (urusan dunia), bersungguh-sungguhlah (dalam beribadah), dan
hanya kepada Tuhanmulah kamu berharap”
---- QS. Al-Insyirah: 5-8 ----
DEDICATION
The thesis is fully dedicated to:
His beloved parents (Fatchur Rachman and Susiati)
His beloved grandmothers and grandfathers (Satama, Sarni, Senidin, and Montari)
His beloved sisters (Tutik Andayani and Anis Silvia)
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ABSTRACT
One of the changes that occurs in 2013 Curriculum is authentic
assessment. The teachers are demanded to apply the authentic assessment based
on the demand of 2013 Curriculum. Accordingly, this current research aims to
describe the application of authentic assessment in 2013 Curriculum at SMA
Negeri 4 Malang in terms of the English teacher’s steps in applying the authentic
assessment, the English teacher’s obstacles in applying the authentic assessment,
and the English teacher's efforts in coping with those obstacles.
This research typically adopted a qualitative research design since the data
were in the form of words, not in the form of numerical data like in the
experimental research design. Furthermore, the data were derived from classroom
observation, interview, and document analysis. In this research, there were three
instruments that were used, namely: field notes, interview guide, and document
analysis.
The result of this research reflected that the English teacher applied the
authentic assessment by following four procedures which were in line with the
explanation from Majid (2014) and Mueller (2013). They were composed of: (1)
identifying the standard, (2) selecting the authentic task, (3) identifying criteria for
the task, and (4) creating the rubric. Hence, in accordance with the obstacles of the
English teacher, the researcher concluded that the English teacher experienced the
obstacles in creating the scoring rubric of performance assessment and giving
scores in the group work. To overcome those two obstacles, the English teacher
had solutions to solve them. Firstly, the English teacher browsed some references
regarding the scoring rubric of performance assessment on internet, and she
adapted and adopted them as necessary. Secondly, dealing with the second
obstacle of the English teacher, she gave another task and peer assessment to
students who were in the group work as the individual score.
Keywords: authentic assessment, 2013 Curriculum, English teacher.
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ACKNOWLEDGEMENT
Alhamdulillahirabil’alamin. The most gratitude belongs to Allah, the King
of human beings and the Owner of my soul for disgorging gifts to me to finish this
thesis as well. Completing this thesis is one of the requirements to achieve
Sarjana Degree in English Language Education.
This thesis can be finished well because the support and guidance from
several parties. Therefore, the researcher would like to thank to:
1. Dr. Sudiran, M.Hum as the Head of English Language Education
Department, who has given an opportunity to the researcher to write this
thesis.
2. Rahmawati Khadijah Maro, S.Pd., M.PEd and Santi Prastiyowati, S.Pd.,
M.Pd as the advisors of the researcher, who have guided and given
constructive suggestions regarding my thesis.
3. H. Budi Prasetyo Utomo, S.Pd., M.Pd as the Head of SMA Negeri 4
Malang, who has given an opportunity to the researcher to conduct the
research.
4. My beloved family such as Fatchur Rachman as my father, my beautiful
mother Susiati, and Tutik Andayani and Anis Silvia as my beloved sisters
ever, who have given love and supports to the researcher until this thesis is
completed.
5. My truly friends Danang Wibisono and Priska Amilia Susanto, who have
supported to the researcher to complete this thesis sooner.
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6. All my friends that I cannot mention one by one who have definitely
supported the researcher.
Malang, August 9, 2016
Researcher,
Abdulloh
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TABLE OF CONTENT
COVER
APPROVAL ..................................................................................................... ii
LETTER OF AUTHENTICITY ..................................................................... iv
MOTTO AND DEDICATION ........................................................................ v
ABSTRACT ...................................................................................................... vi
ACKNOWLEDGEMENT ............................................................................... vii
TABLE OF CONTENT ................................................................................... ix
LIST OF APPENDICES ................................................................................. xii
LIST OF TABLES ........................................................................................... xiii
CHAPTER I INTRODUCTION .................................................................. 1
1.1 Background of the Study ............................................................................ 1
1.2 Statement of Problems ............................................................................... 7
1.3 Purpose of the Study .................................................................................. 7
1.4 Scope and Limitation ................................................................................. 7
1.5 Significance of the Study ........................................................................... 8
1.6 Definition of Key Terms ............................................................................ 8
CHAPTER II REVIEW OF RELATED LITERATURE .......................... 10
2.1 Authentic Assessment ................................................................................ 10
2.1.1 Test, Assessment, and Evaluation ............................................... 10
2.1.2 Types of Authentic Assessments ................................................ 11
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2.1.3 Benefits of Authentic Assessment .............................................. 14
2.1.4 Difficulties in Designing the Authentic Assessment .................. 16
2.1.5 Authentic Assessment Steps ....................................................... 19
2.2 2013 Curriculum ........................................................................................ 23
2.2.1 The Assessment Concept in 2013 Curriculum ............................ 25
2.2.2 Technique, Instrument, and Score Processing of
Authentic Assessment in 2013 Curriculum................................. 26
CHAPTER III RESEARCH METHODOLOGY ....................................... 31
3.1 Research Design ......................................................................................... 31
3.2 Research Subject ........................................................................................ 32
3.3 Research Instruments ................................................................................. 32
3.3.1 Field Notes .................................................................................. 33
3.3.2 Interview Guide ........................................................................... 33
3.3.3 Document Analysis ..................................................................... 34
3.4 Data Collection........................................................................................... 34
3.4.1 Classroom Observation ............................................................... 34
3.4.2 Interview .................................................................................... 35
3.4.3 Document Analysis ..................................................................... 36
3.5 Data Analysis ............................................................................................ 37
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION .................... 40
4.1 Research Findings ........................................................................................ 40
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4.1.1 The Steps of Applying the Authentic Assessment in 2013
Curriculum .................................................................................... 40
4.1.2 The Obstacles in Applying the Authentic Assessment in 2013
Curriculum .................................................................................... 46
4.1.3 The Efforts in Overcoming the Obstacles ..................................... 47
4.2 Discussion ................................................................................................... 48
CHAPTER V CONCLUSION ........................................................................ 52
5.1 Conclusion ................................................................................................... 52
5.2 Suggestions .................................................................................................. 53
REFERENCES ................................................................................................. 56
APPENDICES .................................................................................................. 57
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LIST OF APPENDICES
Appendix 1: Field Notes ....................................................................................... 58
Appendix 2: Interview Guide ................................................................................ 64
Appendix 2a: Interview Transcript ...................................................................... 66
Appendix 2b: Transkrip Wawancara .................................................................... 71
Appendix 3: Document Analysis .......................................................................... 77
Appendix 3a: Syllabus ......................................................................................... 81
Appendix 3b: Lesson Plan .................................................................................... 88
Appendix 3c: Authentic Task................................................................................ 93
Appendix 3d: Peer Editing and Peer Assessment ............................................... .95
Appendix 3e: Scoring Rubric .............................................................................. .97
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LIST OF TABLES
Table 2.1 The Scale of Attitude Score .................................................................. 27
Table 2.2 The Scale of Knowledge Score ............................................................. 28
Table 2.3 The Example of Calculation of Knowledge Score................................ 29
Table 2.4 The Range of Skill Score ...................................................................... 30
Table 2.5 The Example of Calculation of Skill Score .......................................... 30
Table 4.1 Kompetensi Dasar (KD)...................................................................... .42
Table 4.2 Indicators ............................................................................................. .42
Table 4.3 Criteria for the Task of Formal Invitation .......................................... .44
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