Exploring Senior High School EFL Teachers’ Perception of Authentic Reading Assessment  

Oleh:

Dewi, Fitria Azifah

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 178-185.
Topik: Authentic reading assessment; perception; EFL teachers
Fulltext: hal 178.pdf (15.04MB)

Isi artikel

Indonesian educational curriculum have maintained authentic assessment to be integrated in EFL classroom teaching. Assessing reading which is an advanced issue in 21st century learning requires teachers to involve authentic reading tasks in authentic assessment. Many Indonesian EFL teachers have been reported to have problem performing this task (Ministry of Education as cited in Republika Online, 2014 and Kompas, 2014) since they haven’t experienced adequate authentic assessment training. Lack of knowledge about authentic assessment have caused some teachers doubting their ability to construct test for assessment (Frey & Schmidtt, 2007). This qualitative study aims to explore EFL teachers’ perceptions toward the concept of authentic reading assessment in terms of its purposes, criteria, methods, and techniques. Thirty senior high school EFL teachers from Central Jakarta were involved as survey respondents. A questionnaire comprising a five-likert type scales and interview protocol were utilized to obtain the data.Overall findings show that 77% SHS EFL teachers perceive authentic reading assessment concept as the literature review stated. Most of the teachers have perceived some of the authentic reading assessment concept but have less adequate opportunity to practice some of its techniques in EFL classroom.

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