AN ANALYSIS OF THE TEACHER’S IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN ENGLISH LESSON. (A DESCRIPTIVE STUDY AT SD TEUKU NYAK ARIF FATIH BILINGUAL SCHOOL, BANDA ACEH) | ELECTRONIC THESES AND DISSERTATION

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Universitas Syiah Kuala

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AN ANALYSIS OF THE TEACHER’S IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN ENGLISH LESSON. (A DESCRIPTIVE STUDY AT SD TEUKU NYAK ARIF FATIH BILINGUAL SCHOOL, BANDA ACEH)


Pengarang

Fatimah Zuhra - Personal Name;

Dosen Pembimbing



Nomor Pokok Mahasiswa

1209200080061

Fakultas & Prodi

Fakultas / / PDDIKTI :

Penerbit

Banda Aceh : Graduate Program In English Language Education, Syiah Kuala University., 2018

Bahasa

Indonesia

No Classification

371.302 8

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ABSTRACT


Name Fatimah Zuhra
Student No. : 1209200080061
Department/Program : English Education/Postgraduate
Title An Analysis of The Teacher’s Implementation of Authentic Assessment in English Lesson (A Descriptive Study at SD Teuku Nyak Arif Fatih Bilingual School)


Keywords: authentic assessment, teacher’s implementation, English lesson.

This research focused on analyzing teacher’s implementation of authentic assessment, particularly, self-assessment, oral interview, role play, parents teacher conference, students teacher conference and peer assessment at SD Teuku Nyak Arif Fatih Bilingual School. The objectives of this study were to specify several issues, first, teacher’s self-assessment implementation, second, teacher’s oral interview implementation, third, teacher’s role play implementation, fourth, teacher’s parents teacher conference implementation, fifth, teacher’s students teacher conference implementation, lastly, teacher’s peer assessment implementation. The method used in this research was qualitative research design. The instruments used to collect the data were observation sheet of self-assessment implementation, oral interview, role play, parents teacher conference, students teacher conference, and peer assessment of the teacher and interview guide. The collected data were analyzed by using descriptive qualitative. The finding showed that the teacher used five steps in conducting self-assessment, two steps for oral interview, seven steps for role-play, three steps for parents teacher conference, six steps for students teacher conference, and five steps for peer assessment. The teacher adopted all the steps from several experts. The researcher suggested English teachers and students use authentic assessment in their teaching and learning process since authentic assessment is very useful for the teachers and students, and also there would be more researchers who are interested in doing authentic assessment because assessment is an important component in ELT process.






ABSTRAK


Name Fatimah Zuhra
Student No. : 1209200080061
Department/Program : Pendidikan Bahasa Inggris/Pasca-sarjana
Title An Analysis of The Teacher’s Implementation of Authentic Assessment in English Lesson (A Descriptive Study at SD Teuku Nyak Arif Fatih Bilingual School)


Kata kunci: penilaian autentik, pelaksanaan oleh guru, bahasa Inggris

Penelitian ini berfokus pada pelaksanaan penilaian autentik yang dilakukan oleh guru di SD Teuku Nyak Arif Fatih Bilingual School, khususnya, penilaian diri, wawancara, bermain peran, konferensi orang tua dan guru, konferensi siswa dan guru, dan penilaian antar teman. Tujuan penelitian ini untuk mengungkapkan beberapa hal, pertama, pelaksanaan penilaian diri, kedua, pelaksanaan wawancara, ketiga, pelaksanaan bermain peran, keempat, pelaksanaan konferensi orang tua dan guru, kelima, pelaksanaan konferensi siswa dan guru, terakhir, pelaksanaan penilaian antar teman yang dilakukan oleh guru. Metode yang digunakan adalah penelitian kualitatif. Instrumen yang digunakan adalah lembar observasi dari pelaksanaan penilaian diri, wawancara, bermain peran, konferensi orang tua dan guru, konferensi siswa dan guru, dan penilaian antar teman yang dilakukan oleh guru dan pedoman wawancara. Data yang sudah terkumpul di analisa secara deskriptif. Hasil penelitian menunjukkan bahwa guru melakukan lima langkah untuk penilaian diri, dua langkah untuk wawancara, tujuh langkah untuk bermain peran, tiga langkah untuk konferensi orang tua dan guru, enam langkah untuk konferensi siswa dan guru, dan lima langkah untuk penilaian antar teman. Guru mengadopsi langkah-langkah tersebut dari beberapa para ahli. Peneliti menyarankan agar guru dan siswa menggunakan penilaian autentik dalam pembelajaran bahasa Inggris karena penilaian autentik sangat berguna untuk guru dan siswa, dan semoga banyak peneliti yang meneliti tentang penilaian autentik karena penilaian adalah komponen yang penting dalam proses pembelajaran bahasa Inggris.



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