Jurnal Pendidikan Bahasa Inggris Undiksha

Volume XX, Number XX, 2022 pp. xx-yy

P-ISSN: 2614-1906 E-ISSN : 2614-1892
Open Access: https://ejournal.undiksha.ac.id/index.php/JPBI

Problems of English Teachers In Designing And Implementing

Authentic Assessments
Rifaatul Mahmudah1, Didik Santoso2, Farida Repelitawati Kembaren3
1,
Department of English Education, State Islamic University of North Sumatra, Medan, Indonesia
2
Department of English Education, State Islamic University of North Sumatra, Medan, Indonesia
3
Department of English Education, State Islamic University of North Sumatra, Medan, Indonesia

ARTICLEINFO ABSTRAK
Article history: Penelitian studi kasus ini bertujuan untuk mengetahui permasalahan yang dihadapi
25 Maret 2021 guru bahasa Inggris di sekolah menengah atas (SMA) Ranah Batahan, Pasaman Barat
Received in revised form dalam merancang dan melaksanakan asesmen autentikasi. Dalam penelitian ini penulis
01 April 2021 menggunakan pendekatan kualitatif. Tiga guru bahasa Inggris di sekolah menengah
Accepted 1 Mei 2021
Available online 28 Mei
atas (SMA) di Ranah Batahan Pasaman Barat digunakan sebagai subjek penelitian.
2021 Pengumpulan data dilakukan dengan cara dokumentasi, wawancara dan observasi.
Sedangkan peneliti sebagai instrumen utama. Instrumen pendukung lainnya adalah
Kata Kunci: panduan wawancara, recorder, dan notebook. Data yang diperoleh dianalisis secara
Penilaian Otentik, kualitatif. Hasil penelitian ini adalah 1) guru kurang pengetahuan tentang penilaian
pengajaran dan autentik, 2) guru kurang pelatihan merancang dan melaksanakan penilaian autentik, 3)
pembelajaran bahasa organisasi guru pasif dalam melakukan diskusi tentang penilaian autentik, dan 4) guru
Inggris, studi kasus tidak mengetahui dari siapa mereka belajar tentang penilaian autentik. Di sinilah
Keywords: pentingnya penilaian autentik atau sering disebut authentic assessment dalam praksis
Authentic Assessment, atau praktik pendidikan di Indonesia. Asesmen yang mengukur hasil belajar siswa
English teaching and
learning, case study
secara nyata atau penilaian yang mampu mengungkapkan kemampuan nyata siswa
sebagai hasil belajar. Artinya, kemampuan karena belajar diaktualisasikan dalam
DOI: kehidupan nyata atau kehidupan sehari-hari siswa. Dengan demikian, siswa atau
https://doi.org/10.23887/jppsi mahasiswa tidak hanya mengetahui dan menghafal, tetapi juga dapat menerapkan ilmu
.v5i1 yang diperoleh untuk memecahkan masalah dalam kehidupan nyata.

ABSTRACT
This case study research aims to find out the problems faced by English teachers at senior high school (SMA) Ranah
Batahan, Pasaman Barat in designing and implementing authentic assessment. in this research the writer used a qualitative
approach. Three English teachers at senior high school (SMA) in Ranah Batahan Pasaman Barat were used as research
subjects. Data collect done by means of documentation, interviews and observation. While the researcher as the main
instrument. Other supporting instruments are interview guides, recorders, and notebooks. The data obtained analyzed
qualitatively. The results of this study are 1) teachers lack knowledge about authentic assessment, 2) teachers lack training in
designing and implementing authentic assessment, 3) teacher organizations are passive in conducting discussions about
authentic assessment, and 4) teachers do not know whom they are learning from about authentic assessment. This is where
the importance of authentic assessment or often called authentic assessment in educational praxis or practice in Indonesia.
Assessments that measure student-learning outcomes in real terms or assessments that is able to reveal students' real abilities
as learning outcomes. That is, the ability because of learning is actualized in real life or students' daily lives. Thus, students or
students not only know and memorize, but also can apply the knowledge gained to solve problems in real life.

This is an open access article under the CC BY-SA license.

Copyright © Universitas Pendidikan Ganesha. All rights reserved.

1. INTRODUCTION
Through Permendikbud No 84 of 2016, Indonesian national education has regulated the use of authentic
assessment as the main assessment used in assessing student competence. This regulation expects teachers to
carry out assessments in three competency domains, namely cognitive, psychomotor and affective. This applies
to all subjects at all levels of education. The use of authentic assessment considered a solution that can
accommodate student development and learning achievement in class (Sahyoni & Zaim, 2017).
In authentic assessment, students asked to perform authentic tasks that expect them to demonstrate their
knowledge (Wiggins, 1998). This means that authentic assessment is not only giving scores, but also how

* Corresponding Author: First Author: author1@email.com 1

First Author1, Second Author2 (2022). Jurnal Pendidikan Bahasa Inggris Undiksha. Vol. 6(1) PP. xx-yy

students can elaborate and explore their knowledge in depth. This directs students to critical thinking skills. The
tasks in an authentic assessment must reflect real life conditions (McAlphine, 2000). Learning using authentic
assessment carried out through various contexts of life in the real world (Reyes and Vallone, 2008). This makes
students realize the importance of learning for life (in Nisrokha, 2016) .
The progress and quality of education in educational institutions, such as schools, can be seen from the
results obtained by students. The results obtained by students are a picture of the success of a learning process.
To see the learning outcomes of students, it is necessary to assess students. Assessment of learning outcomes can
also be used to see progress or educators have done a picture of the success of learning that. Thus it can be
affirmed that assessment can be useful to see the success of student learning, the success of the learning process
carried out by teachers and ultimately to see the quality of education.
In fact, assessments that are widely used by educational institutions or schools are cognitive, including
assessments carried out nationally through national examinations (UN), which are assessments of cognitive
learning outcomes. So that the resulting value does not really show the true ability of students, does not provide
a picture of the actual success of learning, and in the end does not provide an idea of the true quality of
education. Based on these problems, an assessment system is needed that can reveal real or real learning
outcomes that describe student learning experiences comprehensively.
In the context of teaching English as a foreign language, the role of authentic assessment is very
important (O'Malley and Valdes, 1996; Hanna and Dettmer, 2004; Chan, 2006). This is because English is a
continuous process in shaping language skills (Brown, 2004). Of course this requires an assessment system that
can measure the learning process, not only learning outcomes. In general, authentic assessments are in the form
of formative assessments that focus on student learning processes (Craddock and Mathias, 2009). This allows
teachers to monitor student-learning progress.
However, in real life the ideal application of authentic assessment has not achieved. Based on the
results of observations made at senior high school (SMA) in Ranah Batahan, English teachers still predominantly
use traditional assessments, which dominated by tests. In fact, the teacher did not even use a scoring rubric to
assess students' performance in writing and speaking skills. The use of traditional assessment is not entirely
wrong, but this type of assessment is only able to assess students' cognitive (knowledge) domains. The
psychomotor and affective domains neglected when traditional assessments are applied.
The application of authentic assessment in learning English is very important for the development of
students' English competence. This is what underlies the thought of examining the factors that cause authentic
assessments to be not optimally applied by English teachers at senior high (SMA) in Ranah Batahan. Based on
the previous explanation, four problems investigated, namely: 1) do teachers understand the concept of authentic
assessment? 2) How do teachers get practice in getting authentic assessments? 3) What is the role in helping
teachers understand authentic assessment? In addition 4) to whom do teachers ask or consult about authentic
assessment?
The purposes of the study are; 1) to know teachers understand the concept of authentic assessment 2) to
know how teachers get practice in getting authentic assessments 3) to know what is the role in helping teachers
understand authentic assessment. It can write in the part third in results of the study.
Characteristics of Assessment in the 2013 Curriculum
In addition to changes to the learning process, fundamental changes also made to the assessment
system. In the Regulation of the Minister of Education and Culture of the Republic of Indonesia Number 23 of
2016 article 4 states that the assessment of learning outcomes by educators aims to monitor and evaluate the
learning progress process, and improve student learning outcomes on an ongoing basis. This goal clearly implies
that the assessment system is ongoing, not just carried out at the end of learning. Assessments like this serve to
monitor diagnose and provide feedback on the learning process (Hanna and Dettmer, 2004).
Article 3 describes the assessment of student learning outcomes in primary and secondary education
including aspects of: attitudes, knowledge and skills. Attitude assessment includes activities carried out by
educators to obtain descriptive information about student behavior. Skills assessment is an activity carried out to
measure the ability of students to apply knowledge in performing certain tasks. Meanwhile, knowledge
assessment includes activities carried out to measure students' mastery of knowledge.
Then in Aarticle 5 it is explained that there are nine principles of assessment. The first is valid, which
means the assessment based on data that reflects the ability measured. Second, objective, which means the
assessment, based on clear procedures and criteria, not influenced by the subjectivity of the appraiser. The third
is fair which means that the assessment does not benefit or harm students because they have special needs and
differences in religious background, ethnicity, culture, customs, socioeconomic status, and gender. The fourth
integrated, which means that assessment is an integral component of learning activities. Fifth, it is open, which
means that interested parties can know the evaluation procedure, assessment criteria, and basis for decision-
making. Sixth is comprehensive and continuous which means the assessment covers all aspects of competency
by using various appropriate assessment techniques, to monitor and assess the development of students' abilities.

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Seventh is systematic which means the assessment carried out in a planned and gradual manner by following
standard steps. The eighth based on criteria, which means that the assessment based on the achievement of
competency standards. The last is accountable, which means that the assessment can accounted for, in terms of
mechanisms, procedures, techniques and results.
Authentic Assessment in Learning English
When viewed from the goals, objectives and principles of assessment in the 2013 Curriculum, they
directly refer to authentic assessment. This is due to the similarity of the characteristics of authentic assessment
with assessment in the 2013 Curriculum. In fact, based on the Regulation of the Minister of Education and
Culture Number 104 of 2013 Article 2 Paragraph 2 states that the authentic assessment approach is the main
assessment approach used in the 2013 Curriculum.
Authentic assessment is a form of assessment in which students to perform real-world tasks that
demonstrate meaningful application of essential knowledge and skills (Dugan, 2009). The key words are real-
world assignments and demonstrating. The tasks given must reflect things that happen in everyday life. For
example, making a conversation in a certain context, giving a speech, becoming a presenter, debating and so on.
There are several types of authentic assessments, namely: portfolio assessment, performance
assessment, project assessment and self-assessment (Permendikbud 104 of 2013). According to Boric (2007),
performance assessment is an assessment method that includes judgment, critical thinking and decision making.
This assessment asks students to directly show their performance. Meanwhile, portfolio assessment is an
assessment system through a collection of analyzed student work which reports on progress from one work to
the next. This assessment is a multi-strategy meaning that it can be carried out with various steps in its
application (McNamara and Deane, 2009). On the other hand, self-assessment is a technique for assessing
attitudes, knowledge, and skills that students carry out themselves reflectively and project assessment is an
assessment of a task in the form of an investigation from planning, implementation, data processing, to reporting
(Permendikbud 104 of 2013).
English language learning that is oriented towards communication competence should also be directed
at tasks related to the real world as previously mentioned. Thus, students will feel the benefits of learning to
speak English. So their paradigm will change from only grammar knowledge to more applicable knowledge.
In order for students' English competence to be collected as a whole, authentic assessment is needed.
For example, when asking students to write a certain essay. Teachers can use all four types of authentic
assessment. With the performance assessment, an overview will be obtained of how students demonstrate their
writing skills and how their efforts produce writing. Self-assessment in this context is applied so that students
reflect on their writing. While the portfolio assessment is used to assess the development of the ability to write
students from the first writing and so on.

2. METHOD
This research is classified as a case study which aims to analyze and discover the problems faced by
English teachers in designing and implementing authentic assessments. This research was conducted at senior
high school (SMA) in Ranah Batahan. There are three English teachers at this school and both of them were used
as research respondents. Data was collected using documentation techniques, interviews and observations. The
write take participants 3 English teacher they are teacher 1, teacher 2, and teacher 3. The main instrument in
this research is the researcher himself. Other instruments are interview guides, recorders and observation sheets.
The data obtained were analyzed by descriptive qualitative.

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Picture 1. The steps in this study can be illustrated as follows

3. RESULT AND DISCUSSION

Based on the research problems, the findings in this study can be divided into four as follows.
Teacher's understanding of authentic assessment.
Based on the results of the interviews, the three teachers had a poor understanding of authentic
assessment. In fact, they asked "what does an authentic assessment look like?". They had only heard of but did
not have a deep understanding of this. Furthermore, they said that they did not get material on authentic
assessment, showing that the use of authentic assessment in the lesson plans was just a formality so that the
lesson plans looked good.
Authentic assessment training
Based on interviews with teachers, they rarely get workshops or training in designing and implementing
authentic assessments. Recently the teachers received training on Curriculum 2013, but the training did not
discuss authentic assessment because time was running out. This makes the teacher confused in the assessment
system used. In addition, they also received a seminar on authentic assessment. They only get theoretical
explanations and there is no opportunity to design authentic assessments.
The Role of Subject Teacher Deliberations (MGMP)

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First Author1, Second Author2 (2022). Jurnal Pendidikan Bahasa Inggris Undiksha. Vol. 6(1) PP. xx-yy

For SMA teachers, there is actually a teachers' organization called MGMP. Incidentally, the respondent of
this study is the chairman. It is said that the focus of the MGMP is on learning models and designing books or
modules for learning English. The MGMP very rarely discusses the assessment system. This means that the
MGMP tends to be less active in providing authentic assessment knowledge for teachers.
To Whom Should the Teacher Consult
Actually the teachers want to learn about authentic assessment but they don't know who to study and
consult with. If you are looking for cooperation with a university that is qualified in the field of assessment, then
the distance is certainly too far.
The results of the analysis show that there are several problems faced by English teachers at senior high
school (SMA) in Ranah Batahan in designing and implementing authentic assessments. The first factor is the
teacher's lack of understanding of the assessment authentic man. Both respondents stated that they did not have a
good understanding of authentic assessment. This is due to the fact that when they were in college they did not
get material about authentic assessment. They only get test material while in college. As a result, they find it
very difficult to meet the demands of the curriculum to implement authentic assessments. This finding is in line
with Sundayana (2011) who found that generally English teachers do not have a good understanding of authentic
assessment. In fact, an understanding of authentic assessment is the basis for teachers to be able to apply it well
(Stiggins, 1994).
The second problem is the lack of training in designing and implementing authentic assessments. In fact,
in workshops or seminars teachers are rarely invited if the topic is authentic assessment. Even if they receive an
invitation to a workshop, the presenter usually only explains the theory, and there is almost no practice in
designing authentic assessments. This is in line with the findings of Bordoh, et al (2015) who found that the low
frequency of teachers receiving training causes difficulties for teachers in designing and applying authentic
assessments. Furthermore, due to the lack of training, there are often misconceptions about authentic assessment
and how to apply it.
Third, the MGMP never even mentions authentic assessment. In fact, this organization has a central role
in efforts to increase teachers' understanding of authentic assessment. However, until now, MGMP has only
focused on teaching methods according to the 2013 curriculum. This is considered more important to do.
Teachers are considered to be lacking in designing English learning with a scientific approach. This finding is
also in line with Dharma and Adiwijaya (2019) who found that the MGMP of English teachers in Bangli
Regency had a small role in increasing teachers' knowledge about authentic assessment. It was further found that
the focus of the teacher is on the development of teaching materials and teaching methods.
The final problem is that teachers are confused about where to consult. Actually the English teachers have
planned to consult about this matter with parties who are considered competent. However, authentic assessment
experts only exist in universities. The distance is also too far for teachers to be able to access it besides also
because of the teaching load. In addition, this problem has actually been discussed with the school
superintendent but the answer is unsatisfactory. The principal also plans to invite authentic assessment experts or
experts, but this cannot be realized due to technical problems.

4. CONCLUSION
From explanation above, it can conlude that authentic assessment has a significant role in influencing
students' English competence. this assessment provide holistic information about student learning competencies.
However, teachers at senior high school (SMA) in Ranah Batahan still can't apply this ideally. There are four
problems faced, namely: 1) lack of teacher knowledge about authentic assessment, 2) lack of training received
by teachers regarding designing and implementing authentic assessment, 3) lack of the MGMP support
facilitates teachers learning about authentic assessment and 4) teachers don't know who to learn about authentic
assessment.

5. REFERENCES
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