Abstrak
ABSTRACT Suci Hanifa, 2314.002, Thesis, Teachers’ Need for Authentic Assessment to Assess Speaking Skill at the Eighth Grade of MTs.N 6 Agam, Fakultas Tarbiyah dan Ilmu Keguruan, Pendidikan Bahasa Inggris, IAIN Bukittinggi, 2018. This research aimed to reveal the English teachers’ need for authentic assessment to assess students’ speaking skill at the eighth grade of MTs.N 6 Agam. Authentic assessment is an evaluation process that involves multiple forms of performance measurement reflecting the student’s learning achievement, motivation, and attitudes on instructionally-relevant activities. Authentic assessment in teaching and learning process is a form assessment that can increase the students’ ability in speaking that using various forms of measurement to measure the results of learning students not only the internal but also in external the class. Thus, this research was done at Junior High School in MTs.N 6 Agam to know what are the teachers’ need for authentic assessment to assess students speaking skill. There are three important issues which can be teacher needs for authentic assessment to assess speaking skill : types of authentic assessment, characteristics of authentic assessment, and the ways to administer the authentic assessment. This research was a descriptive qualitative. The key informant in this research were two English teachers who taught at the eighth grade in MTs.N 6 Agam. The data were collected through observation, interview and documentation. The data were analyzed by using flow model of Milles and Huberman in Sugiyono. After analysis the data, the researcher devided the data into three category: types of authentic assessment, characteristics of authentic assessment, and the ways to administer the authentic assessment. The researcher found that English teachers of eighth grade at MTs.N 6 Agam applied the authentic assessment with various ways. English teachers applied five from six types of authentic assessment according to Brown theory, there are: story or text retelling, portofolios, oral interview, teacher observation, and projects/exibitions. While characteristics of authentic assessment, English teachers needed a simple and familiar materials for students, communicative speaking, and conducted assessment continuously. The last, the ways to administer the authentic assessment, English teachers explained that scoring rubrics are not really important to be explained to the student. It was implied that teachers of eighth grade of MTs.N 6 Agam need clear scoring rubrics to be explain to the students.