The Use of Authentic Assessment in Teaching English at English Study Program of Halu Oleo University Kendari  

Oleh:

Nggawu, La Ode ; Taembo, Maulid

Jenis: Article from Proceeding
Dalam koleksi: The 62st TEFLIN International Conference: Teaching and Assessing L2 Learners in the 21st Century, Denpasar, 14-16th September 2015, Book 3, page 113-121.
Topik: authentic assessment; perception; qualitative; performance
Fulltext: hal 113.pdf (11.0MB)

Isi artikel

This research aims at investigating the use of authentic assessment in teaching English at English Study Program of Halu Oleo University in Kendari. It involves both the students’ perception and their English learning development through implementing authentic assessment. Authentic assessment is done comprehensively to measure input, process, and output of learning involving attitude, knowledge, and skill. Beside, it foucuses on complex and contextual tasks to stimulate students’ cognitive, affective, and psychomotoric competences. The data collecting was done by observation, interview, and giving questionnaire to students. The data was analyzed based on descriptive and interactive qualitative by doing reduction, presentation/describing, and taking conclusion. The first part of this study shows that students have positive perception on authentic assessment, and no one students who do not agree to this assessment. For positive statements, the students who choose an option of “strongly agree” was 92.5%, “agree” was 7.5%, and no one students who choose either “disagree” or “strongly disagree”. Moreover, for negative statements, the students who choose options of “strongly disagree” was 84.5%, “disagree” was 15.5%, and not one students who choose either “agree” or “strongly agree”. The one second part shows that (1) this assessment makes the students having high motivation and more enthusiastic in learning English; (2) it helps to develop students’ affective, cognitive, and psychomotoric competences based on the real students’ experiences; (3) it is more effective and efficiency than other assessment models; (4) since it produces students who are innovative and creative, authentic assessment increases students’ English performance; and (5) it increases students’ English performance involving (a) good english knowledge of vocabulary, fluency, accuracy, intonation, understanding; (b) good attitude of respect, honest, brave, care, confidence, social awareness, communicative, curiosity; and (c) good psychomotoric of team work and communicative action.

Opini Anda

Klik untuk menuliskan opini Anda tentang koleksi ini!

Kembali