English Language Teachers’ Beliefs and Practices in Authentic Assessment at Junior High Schools in Tarakan City

Revaival, Revaival (2016) English Language Teachers’ Beliefs and Practices in Authentic Assessment at Junior High Schools in Tarakan City. S2 thesis, UNY.

Text tesis-revaival-13706251013.pdf Restricted to Registered users only Download (10MB)

Abstract

This research aimed to investigate English teachers' beliefs and practices in authentic assessment at Junior High Schools in Tarakan city. To state, this research wanted to achive; 1) English language teachers’ understanding of authentic assessment, 2) English language teachers’ beliefs in the purpose of authentic assessment, 3) English language teachers’ beliefs in the process of authentic assessment 4) English language teachers beliefs in the use of authentic assessment, 5) English language teachers’ examples of authentic assessment practices 6) challenges influencing authentic assessment practices, and 7) English language teachers’ training for the purpose of authentic assessment practices. The study adopted a mixed method design in which both quantitative and qualitative methods complemented each other. It started by exploring the understandings, beliefs and practices of 28 Junior Highs Schools’ English teachers in a questionnaire. It was analyzed by the formula of Brown’s central tendency theory. It then explored those beliefs and practices of authentic assessment with six teachers of English through interviews, observations and documentations of classroom assessment practices. The data from participants’ interview and observations were analyzed through coding process to find significant categories. The results of of the analysis revealed that 1) The majority of the English teachers have significant understanding in authentic assessment (92.3%). 2) The majority of the English language teachers believed toward authentic assessment (94.40%). 3) The majority of English language teachers believed that authentic assessment maintains a strong link with learning process and helps in identifying the learning difficulties of the learners. 4) The majority of English language teachers believed that the instruments of authentic assessment could capture the three core competences as it stated in curriculum 2013. 5) There were 50.45% of the total participants in this study who had not implemented authentic assessment well in the classroom. 6) The challenges faced by English language teacher in conducting authentic assessment are They had no control over such as: large class sizes, inadequate time for using many different procedures of authentic assessment, learners’ reluctance to do the assigned activities at home, the lack of training and following the supervisors’ preference for keeping portfolios as the only assessment procedure. 7) The majority of participants were expecting to join with the teacher training which more focus in authentic assessment practices.

Item Type:	Thesis (S2)
Uncontrolled Keywords:	authentic assessment, teachers’ beliefs, teachers’ practices
Subjects:	Bahasa dan Sastra > Bahasa dan Sastra Inggris
Divisions:	Sekolah Pascasarjana (SPS) > Program Pascasarjana > Linguistik Terapan
Depositing User:	Perpustakaan Pascasarjana
Date Deposited:	11 Feb 2016 07:47
Last Modified:	09 Nov 2022 02:29
URI:	http://eprints.uny.ac.id/id/eprint/29650

Actions (login required)

View Item