Main Article Content
Abstract
This research was conducted to determine the application of authentic assessment in the writing skills of students of class X MA Assalafiyyah Mlangi Sleman Yogyakarta. The scope of this research is divided into several points, namely: (1) what authentic assessment is applied by the teacher, (2) what obstacles in applying authentic assessment in English writing skills. The researcher used a qualitative descriptive method. Data collection techniques used are interviews, observation, and documentation. The researcher analyzed the data using analysis from Miles and Huberman which includes data reduction, data presentation and conclusions and verification. The results of the study, namely: the teacher applies an authentic assessment of students' writing skills through three aspects, affective aspects, cognitive aspects, and skills aspects. On the affective aspect: the teacher uses the technique of observation, self-assessment, peer-assessment and journals. The teacher prioritizes journal techniques in English writing skills. Cognitive aspects: written tests and assignments, both of these techniques are applied in class in writing skills lessons. Skills aspect: product assessment and portfolio assessment, teachers do not apply project assessment because they focus on other techniques. Overall, teachers know the application of authentic assessment to writing skills based on the 2013 curriculum, even though they apply authentic assessment to learning activities, such as: having limited time, limited knowledge of students in English.
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References
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References
Abidin, Yunus. (2012). Pembelajaran Bahasa Berbasis Pendidikan Karakter. Bandung: PT Refika Aditama
Brown, H. Douglas. (2003). Prinsip Penilaian Bahasa Dan Prakteik Kleas. San fransisco: Longman
Dalman. 2018. Keterampilan Menulis. Depok: Rajawali Press.
Elva Moria, Refnaldi, and M. Zaim. (2017). Using Authentic Assessment to Better Facilitate Teaching and Learning: The Case for Students’ Writing Assessment, Advances in Social Science, Education and Humanities Research, 148, ,p. 336.
Kemendikbud. (2013). Permendikbud No. 65 tentang Standar Isi Pendidikan Dasar dan Menengah . Jakarta : Kementerian Pendidikan dan Kebudayaan.
Komalasari, Kokom. (2010). Pembelajaran Kontekstual. Bandung : PT Rafika Aditama..
Kunandar. (2013).Penilaian Authentic Penilaian Hasil Belajar Peserta Didik Berdasarkan Kurikulum 2013, Jakarta: Pt Raja Grafindo Persada,.
Majid, Abdul. (2014). Penilaian Autentik, Proses Dan Hasil Belajar. Bandung: PT Remaja Rosadakarya,.
Nurgiyantoro, Burhan dan Pujiati Suyata. (2009). Pengembangan Model Asesmen Otentik dalam Pembelajaran Bahasa. Cakrawala Pendidikan, Th.XXVIII, No.3. November Tahun 2009
Mueller, J. (2006). Authentic Assessment. North Central College.
Rahardi Kunjana. (2009). Bahasa Indonesia Untuk Perguruan Tinggi. Jakarta: Erlangga,
Tarigan Guntur Hery. (2008). Menulis Sebagai Keterampilan Berbahasa. Bandung: Angkasa
Wiggins, G. (1990). The Case for Authentic Assessment. ERIC Digest D238611(online).Available:http://www.ed.gov/databases/ERIC_Digests/ed238611. html.
Miles, et al. (2014). Qualitative Data Analysis A Methods Sourcebook Third Edition. Thousand Oaks: SAGE Publication.