The Effects of Authentic Assessments on Students’ Motivation and Interactions to Deal with English Speaking Practices at SMPN 2 Kalasan

Palupiningsih, Angesti (2015) The Effects of Authentic Assessments on Students’ Motivation and Interactions to Deal with English Speaking Practices at SMPN 2 Kalasan. S2 thesis, UNY.

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Abstract

This research aims at (1) revealing the differences of motivation and interaction between the students who are assessed using authentic assessment and those who are not in the speaking class and 2) trying out whether or not authentic assessment is more effective than non authentic assessment on the students’ motivation and interaction to deal with English speaking practices of SMPN 2. This study was a quasi-experimental study using non-equivalent with one control group and one experimental group design. The research population comprised all grade VIII students of SMPN 2 Kalasan, Sleman. From the population, two classes were randomly established as the sample from the six existing classes. The sample obtained was students of VIII D and VIII E class. Each class consisted of 32 students. Then randomly assigned, class VIII D was the control group and class VIII E was the experimental group. Class VIII E applied authentic assessments and Class VIII D applied traditional assessments. The data collecting instruments were a questionnaire for students’ motivation measurement and a questionnaire for students’ interaction measurement. The validity of the instruments was gained using expert judgment and item validity. Bivariate Pearson was employed to check the item validity, whereas the reliability employed Alpha Cronbach. To see the difference in the effect of authentic assessment to the students’ motivation and the students’ interaction, the data were analyzed using the MANOVA at the significance level of 5%. The results are as follows. (1) There is a different effect of the authentic assessments on the students’ motivation and interaction. In the experimental group, authentic assessments give significant effects on the students’ motivation and interaction improvement, while traditional assessments, in the control group, do not. The result of the MANOVA test in the post test score between the experimental group and the control group shows that the p value is 0.00 (at the significance level of 5%). It is lower than 0.05 (0.00<0.05). This means that there is significant difference of the students’ motivation and interaction between both groups. (2) Authentic assessment is more effective than non authentic assessment on the students’ motivation and interaction to deal with English speaking practices of SMPN 2. This means that students in the experimental group have higher motivation after assessed using authentic assessments (p < 0.00) than those in the control group who were assessed using traditional assessments (p > 0.00).

Item Type: Thesis (S2)
Uncontrolled Keywords: authentic assessments, students’ motivation, students’ interaction,speaking
Subjects: Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions: Sekolah Pascasarjana (SPS) > Program Pascasarjana > Linguistik Terapan
Depositing User: Perpustakaan Pascasarjana
Date Deposited: 07 Apr 2015 00:47
Last Modified: 11 Nov 2022 03:08
URI: http://eprints.uny.ac.id/id/eprint/14227

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