EFL Teachers’ Practice of Authentic Reading Assessment (a Study at Vocational High School in Central Jakarta)  

Oleh:

Villaransi, Siti Nadya

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 2, page 25-33.
Topik: Teachers’ practices; Authentic Assessment; Reading Assessment
Fulltext: hal 25.pdf (15.04MB)

Isi artikel

Assessment is one of the most important components in teaching and learning. Although it plays an important role in teaching and learning process, assessment remains a problem for teachers that have to be dealt with. In addition, Indonesia Ministry of Education proposes authentic assessment as a way to assess students’ progress and achievement. One of the students’ achievements includes their reading skill. This study aimed at investigating EFL teachers’ practice of authentic reading assessment. To reach this purpose of the study, thirty EFL teachers from ten vocational schools in Central Jakarta participated as respondents to seek the answers to the following questions: What reading assessment practices do Vocational School EFL Teachers in Central Jakarta employ in their classrooms? What purpose(s) do their classroom reading assessment practices serve? What assessment method do they choose to serve their classroom reading assessment purpose? What assessment techniques do they choose to serve their classroom reading assessment purpose? The result revealed that 73% of teachers use authentic reading assessment. The purpose of authentic reading assessment showed that 86% is to monitor students’ progress of learning, 78% is to measure students’ comprehension of complex tasks in contextualized settings, and 84% is to derive students’ reading behavior. The most used method is the process oriented method with the percentage of 88%, while, the product oriented method is 76%. The most used techniques employed by teachers to serve authentic reading assessment purpose are literature discussion groups with 88%, text with comprehension questions with 80%, and interview with 75%. The least techniques used are checklist with 56%, retelling with 58%, journals with 59%, and reciprocal teaching and cloze with 62%.The finding of this study is expected to enlighten other EFL teachers in the practice of authentic reading assessment.

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