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<p style="margin-left:5.0pt;"> Pada artikel ini penulis menawarkan 4 teknik penyajian needs assessments, yaitu: menggunakan berbantuan matriks ukuran 2x2, fishbone diagram, scenario atau root case analysis sehingga peneliti atau praktisi dapat merancang produk yang sesuai dengan kebutuhan user</p> <p> </p>
Application for Assessment
English instruction in Indonesian junior high schools often faces challenges like large classes and overreliance on summative assessments, leading to passive learning. This study investigates the efficacy of the exit ticket strategy—a brief, targeted formative assessment—in enhancing eighth-grade students' English achievement. Employing a quantitative quasi-experimental design at SMPN 2 Tilatang Kamang, 62 students were divided into an experimental group (receiving exit tickets over three meetings) and a control group (receiving conventional instruction). Data were collected using pre-tests and post-tests covering listening, speaking, reading, and writing skills. Statistical analyses, including paired-samples and independent-samples t-tests, revealed significant findings. The experimental group showed substantial internal improvement from pre-test to post-test (p = 0.000). Furthermore, they significantly outperformed the control group in the post-test (p = 0.000), achieving a mean score of 83.17 compared to the control group’s 74.53. These results substantiate that the exit ticket strategy positively impacts English achievement by providing immediate, actionable feedback and fostering a responsive learning environment. The study recommends integrating this efficient formative assessment into the Indonesian Merdeka Curriculum to improve student engagement and outcomes
In an effort to improve the quality of English language teaching, portfolio assessment has been used as an approach to evaluate students’ learning processes and outcomes more authentically. Portfolio assessment is designed to provide a comprehensive picture of students’ progress through the collection of various works and self reflections. However, the implementation of portfolio assessment in English language teaching still faces several challenges in classroom practice. This study employed a case study method aimed at analyzing the challenges faced by teachers in implementing portfolio assessment in English language teaching. The data were collected through observation and interviews with English teacher to gain an in depth understanding of their experiences in applying portfolio assessment. The data analysis technique consisted of data collection, data reduction, data display, and conclusion drawing conducted in one of the schools that implemented portfolio assessment. The findings revealed that the implementation of portfolio assessment involved several stages such as planning, collecting students’ work, reflection, and evaluation. The teacher made efforts to apply the principles of portfolio assessment, including continuous assessment, active student involvement, and the implementation of her role throughout the process.. However, several challenges were found, including time limitation, large class size, students’ inconsistency in managing their portfolios, and difficulties in the final evaluation process. Despite these challenges, the implementation of portfolio assessment had a positive impact on increasing students’ motivation and engagement in English language learning.
Cheating has become a widespread issue in schools. Cheating is frequently problem in the classroom. The researcher found several problems such as; students cheating because they had difficulty understanding the material, the students were asked for answers from their peers, whispering during exams, and even covering their faces with question sheets to look for help. This research was used the descriptive quantitative, utilized a questionnaire as an instrument. The population in this research were eight grade of SMPN 1 Tigo Nagari, the total of the population was 185 students. The sample were in the seven classes with total 46 students. In determined the sample, researcher used simple random sampling. The researcher distributed questionnaire randomly to each sample, then colected the data. Afterward, researcher identified the respondents’ answer and analyzed the data through the three steps suggepreparation, tabulation and application of appropriate data. The finding of this research showed that overall there is 46.3% of students engaging in cheating. Based on results of the data questionnaire, the three factors supposed by Asrifan has been proven as a contributing cause of students’ enggagement in cheating behavior in SMPN 1 Tigo Nagari. This factors includes; situational factors, individual factors, and teachers factors. Futhermore, of the three factors, the dominant factors causing students’ cheating behavior in doing English assessment was teacher factors, with the highest average percentage of 62.3%. It can be concluded that almost half of the eighth-grade students cheated during the English assessment in SMPN 1 Tigo Nagari.
This research aims to identify and analyze the obstacles faced by English teachers in implementing the Merdeka Curriculum assessment at SMA N 1 Ampek Angkek. First, these obstacles include a lack of training and socialization regarding the principles and practices of assessment in accordance with the Merdeka Curriculum. Second, time management is also a big challenge in assessment in large classes, where assessment processes such as formative and summative are often hampered by heavy workloads. Third, obstacles in aligning assessment with learning objectives and in implementing project-based assessment. Teachers often find it difficult to design assessments that match the learning objectives that have been set, especially when project-based assessments require the evaluation of practical skills and complex work outcomes. This makes it obstacles for teachers to ensure that assessments reflect not only students' academic achievement but also relevant skills, thus hindering the implementation of holistic and integrative assessments in accordance with Merdeka Curriculum. This research uses a qualitative descriptive research design, to collect data and answer questions related to problems in implementing assessment in Merdeka Curriculum in English subjects. The research was conducted at SMAN 1 Ampek Angkek in the 2023/2024 school year, focusing on class X which has implemented the Merdeka Curriculum. The research subjects were three English teachers in phase E. Research instruments include observation, interviews, and documentation. The result of the research showed that to improve the effectiveness of assessment in the Merdeka Curriculum, improvements are needed in socialization and training for teachers, as well as the provision of adequate facilities and infrastructure. Teachers also revealed that although they understand the importance of assessments that are in line with learning objectives, the existing limitations often hinder the implementation of effective and comprehensive assessments. The research also emphasizes the need for collaboration between teachers, schools and government in developing a curriculum that suits learning needs. In addition, there needs to be an adjustment in the number of students per class and sufficient time allocation to conduct an indepth and thorough evaluation.
Education requires assessment, which evaluates learning objectives using methodical techniques. It helps teachers and students plan for the future by giving information on the accomplishments of the students as of right now. Efficient evaluations assist educators in lesson planning and method evaluation by reflecting knowledge from the past to the present. Teachers at SMP Negeri 7 Bukittinggi have difficulty incorporating technology and coming up with substitute tests. Conventional tests frequently give little to no feedback and are unable to accurately reflect students' true performance. To address these problems, this study created Canva-based Language Assessment Portfolios. The study determined and satisfied the needs of teachers and students by utilizing the 4-D model (define, design, develop, disseminate).Significant gains in student learning outcomes were demonstrated by the validated and tested Canva-based portfolios that resulted. These portfolios provide a thorough assessment of students' abilities, encourage introspective learning, and support the objectives of the Independent Curriculum. Utilizing Canva to integrate technology has shown to be a reliable, useful, and efficient evaluation technique.
Assyifaul Husna. 2320005. “The Effect of Peer Assessment Towards Students’ Speaking Ability At 11th Grade of SMK Pembina Bangsa Bukittinggi”. Faculty of Tarbiyah and Teacher Training. English Language Education. State Islamic University of Bukittinggi. This study examines the impact of peer assessment on the speaking ability of 11thgrade students at SMK Pembina Bangsa Bukittinggi. The study employed a quantiexperimental design, dividing the participants into two groups: experimental and control. The experimental group received peer assessment training, while the control group did not. Results show that the experimental group significantly outperformed the control group in terms of speaking ability, as measured by a speaking test. Additionally, the study found that peer assessment increased students' self-confidence and motivation to speak, as well as improved their ability to give and receive feedback. The findings suggest that incorporating peer assessment into english language instruction can be an effective way to enhance student speaking ability and promote collaborative learning in the classroom. This study was conducted using an experimental research type. The population of the study was 110 respondents and the sample was 34 respondents. This study used an assessment instrument. The assessment instrument in the research data, hypothesis testing, namely showing rcount> rtable or 0.560> 0.60 proves this. This data showed that the effect of implementing peer assessment has a positive impact on students' speaking ability at 11 grade of SMK Pembina Bangsa Bukittinggi.
Skripsi ini berjudul “Penerapan Assessment Kurikulum Merdeka Pada Pembelajaran PAI di SDN 02 Magek”, ditulis oleh Agi Saputra 2120297, Program Studi Pendidikan Agama Islam Fakultas Tarbiyah dan Ilmu Keguruan Universitas Islam Negeri (UIN) Sjech M. Djamil Djambek Bukittinggi. Penulisan ini dilatar belakangi oleh Pembelajaran Pendidikan Agama Islam kurangnya pemahaman guru PAI terkait format assessment kurikulum merdeka seperti Assessment diagnostik dan formatif. Sejatinya, Penerapan assessment dalam Kurikulum Merdeka merupakan upaya untuk meningkatkan kualitas pendidikan melalui pendekatan yang lebih fleksibel, personalisasi, dan berbasis kompetensi. Assessment dalam Kurikulum Merdeka tidak hanya berfungsi sebagai alat evaluasi, tetapi juga sebagai instrumen diagnostik yang membantu mengidentifikasi kebutuhan, potensi, dan kesulitan belajar peserta didik. Oleh karena itu, perlu dibahas mengenai penerapan assessment kurikulum merdeka pada pembelajaran PAI. Tujuan penulisan karya ilmiah ini adalah untuk mengetahui penerapan assessment kurikulum merdeka pada pembelajaran PAI di SDN 02 Magek. Metode yang digunakan dalam penelitian ini adalah deskriptif kualitatif, yaitu menggambarkan suatu keadaan atau peristiwa yang terjadi di lapangan. Informan kunci dalam penelitian ini adalah Guru Pendidikan Agama Islam, sedangkan informan pendukungnyaa adalah Kepala sekolah dan siswa kelas V yang peneliti jadikan sebagai infroman pendukung. Kemudian dalam proses pengumpulan data, penulis menggunakan metode observasi, wawancara dan dokumentasi. Teknis abalisi data yang digunakan adalah penyajian data, verifikasi dan penarikan kesimpulan. Dari hasil penelitian disimpulkan mengenai penerapan assessment kurikulum merdeka dalam digambarkan bahwasanya dalam assessment diagnostik kognitif pendidik sudah menyiapkan daftar pertanyaan terkait materi pembelajaran walaupun belum terlampir secara kompleks didalam modul ajar. Assessment diagnostik non kognitif, pendidik sudah ada tapi jarang menanyakan aktivitas peserta didik dirumah maupun disekolah. Assessment formatif, pendidik sudah menyiapkan KKTP, kisi - kisi soal akan tetapi dalam implementasi assessment formatifnya belum bervariasi seperti masih berbentuk pekerjaan rumah maupun latihan disekolah saja padahal bentuk assessment formatif berdasarkan kurikulum merdeka sudah bervariasi bentuknya.
Abstract This study aims to describe how the teacher assessment of the tenth grade Pancasila student profile strengthening project at SMA.N 1 Tilatang Kamang. the Pancasila student profile strengthening project is an activity designed to strengthen understanding, appreciation and Pancasila values. The problems in this study are the use of many research instruments, assessments require long stages in assessing projects. Large number of students in learning. This kind of research is qualitative method. The key informants in this study were three Peancasila profile project supervisory teachers at SMA.N 1 Tilatang Kamang. data were collected using observation and interview instruments. Researchers analyzed the data using the stages of analysis in the form of; data reduction, data display and conclusion. Researchers found that the project assessment conducted by supervisory teachers at SMA.N 1 Tilatang Kamang implemented three main assessments. These main assessments are; diagnostic assessment, formative assessment, and summative assessment. Diagnostic assessment is carried out at the beginning of the activity with the aim of finding information about the students' deficiencies or weaknesses in learning.This assessment uses test instruments in its assessment. Formative assessment is carried out in the course of project activities with the aim of seeing the development of students' learning. the instruments used are rubrics and self-assessment. Summative assessment is conducted at the end of the project to evaluate the overall project activity. This assessment uses rubrics and peer assessment. The project supervising teacher said that the project assessment was not focused on the project results but on the students' learning process during the Pancasila Student Profile Strengthening project activities took place and in accordance with the values of Pancasila. Abstrak Penelitian ini bertujuan untuk mendeskripsikan bagaimana penilaian guru terhadap proyek penguatan profil pelajar pancasila kelas sepuluh di SMA.N 1 Tilatang Kamang. proyek penguatan profil pelajar pancasila adalah suatu kegiatan yang dirancang untuk memperkuat pemahaman,penghayatan dan nilai-nilai pancasila. Adapun permasalahan dalam penelitian ini ialah penggunaan instrument oenelitian yang banyak, penilaian memerlukan tahapan yang panjang dalam menilai proyek. Jumlah siswa yang banyak dalam pembelajaran. Jenis penelitian ini adalah kualitatif method. Informan kunci dalam penelitian ini ialah tiga guru pengawas proyek profil peancasila di SMA.N 1 Tilatang Kamang. data dikumpulkan menggunakan instrument observasi dan wawancara. Peneliti menganalisa data menggunakan tahapan analisa berupa; data reduction, data display, dan conclusioan. Peneliti menemukan bahwa penilaian proyek yang dilakukan guru pengawas di SMA.N 1 Tilatang Kamang menerapkan tiga penilaian utama. Penilaian utama ini ialah; penilaian diagnostik, penilaian formatif dan penilaian sumatif. Penilaian diagnostik dilakukan di awal kegiatan dengan tujuan mencari informasi mengenai kekurangan atau kelemahan siswa dalam belajar. penilaian ini menggunakan instrumen tes dalam penilainnya. Penilaian formatif dilakukan pada proses kegiatan proyek dengan tujuan melihat perkembangan belajar siswa. instrument yang digunakan yaitu rubik dan refleksi diri. Penilaian sumatif enilaian yang dilakukan diakhir proyek dengan tujuan menilai secara keseluruhan keiatan proyek. Penilaian ini menggunakan rubik dan refleksi sesama siswa. guru pengawas proyek mengatakan bahwa penilaian proyek ini tidak terfokus kepada hasil proyek namun kepada proses pembelajaran siswa selama kegiatan proyek penguatan profil pancasila berlangsung dan sesuai dengan nilai-nilai pancasila.
The performance assessment of teachers is a foundation or basis for the development decisions in terms of promotion and career of teachers in a madrasah or school. Currently, teacher performance assessment at Pondok Pesantren MTI Canduang is limited to teachers who are civil servants (PNS) or have obtained certification. In an effort to improve the quality of education, it is important to evaluate the performance of all teachers, including those who are not civil servants. The conventional method of assessment using paper-based evaluation sheets is considered inaccurate and inefficient due to the large number of teachers being assessed. Furthermore, there is no appropriate method for making decisions regarding teacher reward programs. Therefore, the purpose of this research is to apply the Multi Attribute Utility Theory (MAUT) method for teacher performance assessment. This method aims to provide a basis for decision-making in recommending teachers who deserve rewards in each assessment period. Based on the test results using the MAUT method with 40 teacher data and 12 defined assessment criteria, it was found that 3 data points for Tsanawiyah level had the highest value of 0.797 and the lowest value of 0.332, while 3 data points for Aliyah level had the highest value of 0.874 and the lowest value of 0.386. Thus, the research results can help the madrasah determine the best alternatives according to predefined criteria and weights. The resulting web-based application can facilitate the assessment process by making it easier, faster, and more accurate.
ABSTRAK Washliaty Azharni. (2023). Teacher technique in assessing speaking skill (Descriptive Qualitative Analysis on the Assessment technique used by teacher in Assessing speaking Skill English Teacher Assessment technique in assessing the speaking ability of second-grade students at SMKN 2 Bukittinggi). Faculty of Tarbiyah and teacher science. Advisor: Merry Prima Dewi., M.Pd. The purpose of this study was: To find out what assessment techniques used by the teacher in assessing speaking skills at II (second grade) students in SMK Negeri 2 Bukittinggi. The reason researcher choose this research is when researcher did observations, researcher found English teachers have implemented the assessment to assess students' speaking skill but it wasn't fully covered. Several times teachers propose themes for discussion in speaking. Following assignments on the topic, students are required to speak up nonetheless it done without receiving further instructions from the teachers. Two teachers worked on it. The teacher leaves out the assessment criteria, causing students talk just to get points. That is because whenever the student speak they will get the points whereas the students do not know which area that will be scored. Researcher also find a lot of students who are passive in the class during teaching learning process. When the teacher asks students to answer questions, the class atmosphere was silent. Wheres, the results of this study indicate that: first, the English teacher only uses performance in assessing students' speaking skills in class. Implementation of assessment in class, namely the teacher asks students to build a response or performance that is not just giving information. The teacher asks students to solve certain case problems (problem solving). The teacher asks students to select appropriate responses that require information and concepts so that they are more active in class because they must be able to bring information to solve problems based on the learning material that has been previously presented. ABSTRAK Washliaty Azharni. (2023). Penilaian pada Kemampuan Berbicara di Kelas (Analisis Kualitatif Deskriptif pada teknik Penilaian Guru Bahasa Inggris dalam menilai kemampuan berbicara siswa Kelas dua SMKN 2 Bukittinggi). Fakultas Tarbiyah dan ilmu keguruan. Pembimbing: Merry Prima Dewi.,M.Pd. Tujuan penelitian ini adalah: Untuk mengetahui teknik penilaian apa saja yang digunakan guru dalam menilai keterampilan berbicara siswa kelas II SMK Negeri 2 Bukittinggi. Alasan peneliti melakukan penelitian ini adalah ketika peneliti melakukan observasi, peneliti menemukan guru bahasa Inggris telah menerapkan melakukan asesmen untuk menilai keterampilan berbicara siswa tetapi tidak sepenuhnya tercakup. Beberapa kali guru mengajukan tema untuk didiskusikan dalam berbicara. Setelah tugas pada topik, siswa diminta untuk berbicara meskipun itu dilakukan tanpa menerima instruksi lebih lanjut dari guru. Dua guru mengerjakannya. Guru mengabaikan kriteria penilaian, menyebabkan siswa berbicara hanya untuk mendapatkan poin. Hal tersebut dikarenakan setiap kali siswa berbicara akan mendapat poin sedangkan siswa tidak mengetahui bidang mana yang akan dinilai. Peneliti juga menemukan banyak siswa yang pasif di dalam kelas selama proses belajar mengajar. Saat guru meminta siswa untuk menjawab pertanyaan, suasana kelas hening. Hasil penelitian ini menunjukkan bahwa: pertama, guru bahasa Inggris hanya menggunakan performa dalam menilai kemampuan berbicara siswa di dalam kelas. Pelaksanaan penilaian di kelas yaitu guru meminta siswa untuk membangun respon atau performa yang tidak sekedar memberi informasi. Guru meminta siswa untuk memecahkan masalah kasus tertentu (problem solving). Guru meminta siswa untuk menyeleksi respon yang tepat yang membutuhkan informasi dan kosnsep agar mereka lebih aktif di kelas karena mereka harus mampu membawa informasi untuk memecahkan masalah berdasarkan materi pembelajaran yang telah disampaikan sebelumnya.
The research is aimed at analyzing the process of implementing classroom assessment and conducting formative assessment in English as Foreign Language (EFL) at Islamic Junior High School. The approach of this study used qualitative research. One of the qualitative research designs applied in this study was the case study design. The data were collected through interviews, observations, and documentation to an English teacher, as well as some observed students. Methodological triangulations were used to validate the data collected, which was then analyzed qualitatively and reported descriptively. The findings revealed that there are three points related to this research; theteacher has alreadyunderstoodthe concept of formative assessment, the teacher has already conducted the formative assessment in the EFL classroom, and the challenges faced by a teacher while conducting the formative assessment in the EFL classroom. The challenges were the teacher stated that due to the fact that she had to prepare for both an oral and written exam. It is quite difficult to get information regarding the current learning process. Making oral and written assessments as a consequence is one of the challenges students encounter in class. Then, the teacher acknowledges that creating evaluation criteria for both written and oral tests is challenging for her. Additionally, the teacher is unable to use the allotted time.toward the future introduction of more online English language online courses.
ABSTRACT Nesi Ramadani , 2318031. An Aanalysis Of Aeacher’s Assessment Task In Teaching Writing At 11th Grade Of Mas.Ti Paninggahan., Academic Years 2120/2022”. English Education Study Program. UIN SJECH M.DJAMIL DJAMBEK Bukitiinggi, 2022. This research was conducted because some of problems that was found in 11th grade of Mas.TI Paninggahan. There were several problems related to the writing assessment task in teaching writing at 11th grade of Mas.ti Pannggahanan. It was about the Teacher tends to use monotonous assessment task tehn, Teacher didn’t conduct scoring assessment task well,Motivation of students in learning English writing is low,The time to see how the process of students writing by the teacher is not enough. The students have problem in the grammar and vocabulary. The purpose of this research to find out what what are assessment task teacher provide in teaching writing, to find out how does teacher score student’s writing assessment task and then to find out what are teacher problems in scoring writing assessment task at 11th grade of MAS.TI PANINGGAHAN. In this research, the researcher used qualitative descriptive method. The data were got from interviewed an analysis of document that is analyzed qualitatively. These were support each other so that those answer the research questions . the informant of this research was a teacher who teach English at 11th grade of Mas.ti Paninggahan. The researcher analyzed the students writing assessment task that had scored and the interview is done directly with the teacher. In this research was found several aspect of writing assessment task which were provided by the teacher in the classroom activities during second semester. The finding was there were several types of assessment task teacher provided in teaching writing. It was form completion task, paragraph construction task, and guided question and answer. Next the researcher also found about how was teacher scored writing assessment task that is provided. It was holistic scoring by put attention to the authenticity of the text, the compatibility of text with the title , the sequency of text, the choice of vocabulary , the choice of grammatical, the letter of vocabulary and the neatness of text. Each of point is ranged by the researcher from five point until one point based on the very appropriate into not appropriate aspect. The researcher also found that the problems in scoring writing assessment task of students it was because the students only copy paste the task from the internet and also by cheated on the other friends task. Keyword: writing assessment task
Students' perceptions of using google form as an assessor of reading comprehension, which can be seen in students' perceptions of using google form during the learning process whether it is easy and effective in using google form. The purpose of this study was to determine students' perceptions of using google form. This research is caused by some students, not all students can use the google form in assessing reading comprehension for its own reasons, the lack of practicality and effectiveness of students in using the google form as an assessment of reading comprehension so that it is fulfilled properly. This research uses quantitative descriptive research. Descriptive research is a kind of research method to describe and interpret an object naturally. The instrument in this study used a questionnaire to determine students’ perception on using google form as a reading comprehension assessment. In this study, the population was all students of class x SMAN 3 Bukittinggi which consisted of 3 majors totaling 367 people. And the samples are 2 classes, MIPA 1 and MIPA ll, the samples are used claster sampling. Data analysis is done by identifying respondents' answers, calculating the percentage of each indicator and drawing conclusions. The results of this study show that students' perceptions of using google forms in assessing reading comprehension are found in the practicality indicator with a percentage of 86.80% very practical after all counts are averaged right. Then the perception of the effectiveness indicator is 82.81% very effective after being totaled and averaged. Keywords: Perception, Reading Comprehension Assessment, Google Form
Putri Laila Ramadhani. 2315076. The Students’ Self-Assessment of Their English Language Learning at 5th Grade in Madrasah Sumatera Thawalib Parabek. Thesis. State Islamic Institute of Bukittinggi. This research was conducted based on a problem found in learning English. The phenomenon shows that students have never made a self-assessment of English learning. Research has been carried out in Madrasah Sumatera Thawalib Parabek at the level of Aliyah or Senior High School. This research was designed as pure qualitative research. The informants in this research are Aliyah 5th grade students in the Thawalib Parabek Sumatra Madrasah. There are three majors at this Aliyah level, namely Religion, Natural Sciences and Social Sciences. Researchers use questionnaires as a research medium to find out how students apply their self-assessment of learning English. The results of the study showed that Aliyah's 5th-grade students were able to do their own assessment of learning English. The results of the study stated that by determining their goal of learning English grade 5 students can measure the extent of English language skills they have learned. The student apparently also has a strong purpose for them to learn English.
ABSTRACT Desvita Sari, 2315,009. Developing of Assessment for Reading Based on 2013 Curriculum at First Grade on Second Semester in SMKN 2 Bukittinggi.2019. Thesis, Bukittinggi State Islamic Institute (IAIN). This study aims to develop an assessment for reading based on the 2013 curriculum for the 10th grade students, especially second semester at SMKN 2 Bukittinggi. Based on observations made to the teacher and students, there are several problems found. The first problem from the teacher, the teacher still lacks learning resources for assessment for reading based on 2013. The second problem is students who need a lot of assessment to practice their understanding of reading material, specifically "Recount text and Narrative text". This type of research is Research & Development (R&D) research using the 4-D (Define - Design - Development - Disseminate) procedure. There are several instruments in this study, namely interviews, questionare (product validity questionnaire, product practicality questionnaire, and product effectiveness questionnaire). Interviews were conducted with English teacher and a several of 10th grade students. Questionnaire validity products were given to three English lecturers. The practicality product questionnaire was given to English teachers and for the effectiveness of the product given to fifteen students in 10th grade at SMK N 2 Bukittinggi. The results of the research showed that the assessment for reading based on the 2013 curriculum on the questionnaire validity, practicality and effectiveness found that the assessment for reading based on 2013 was valid, practical and effective used or applied in reading learning, especially in the material "Recount text and Narrative" text". This assessment for reading is valid based on an analysis of product validity with an average value of 65 with valid criteria, this assessment for reading is declared practical with an average value of 82 from an analysis of practicality of products with very practical criteria, and also effectively used with an average value 0, 81 with very effective criteria. Keywords: Assessment, Reading, Curriculum 2013
ABSTRACT Rahimus, 2134.069, Thesis, The Authentic Assessment to Measure Students’ English Writing Skill at SMA N 1 Kec. Akabiluru, State Islamic Institute Bukittinggi (IAIN), 2019. This research aimed find out authentic assessments to measure students' writing skill in SMA N 1 Kec.Akabiluru. Relating to how the teacher in implementation authentic assessment to measure students' writing abilities. Based on preliminary observation, the researcher found that the assessment conducted by the teacher was less effective. Because authentic assessment takes a long time, teachers feel burdened in carrying out authentic assessment, because they have to describe the assessment of students in each subject. This research aimed to find out how the application of teachers in authentic assessment to measure the ability to write students in eleventh grade, in English subjects at SMAN 1 Kec. Akabiluru The form of this research is descriptive qualitative. The informant of this research is the eleventh grade English teacher at SMAN 1 Kec. Akabiluru Meanwhile, data collection techniques through observation and interview. The results of the analysis show that in general three types of authentic assessment in measuring students' writing skill have been applied by teachers in SMA N 1 Kec. Akabiluru. The types of authentic assessment used by teachers are performance assessment, project assessment and portfolio assessment. While the application of authentic assessment there are three processes that have been implemented by teachers by planning, implementation, and student learning outcomes. Key Words : Authentic Assessment, Types Authentic Assessment
ABSTRACT Fonti Fiorentika, 2314.065, The Effect of Self Assessment Toward students’ Writing Ability at the Tenth Grade of SMKN 2 Bukittinggi. A Thesis, State Islamic Institute of Bukittinggi, (IAIN), 2019. The research was purposed to know the effect of using Self Assessment toward student’s writing ability in the tenth grade of SMKN 2 Bukittinggi. There were some problems that were found by the researcher: students did not master vocabulary and grammar, the students were difficult to develop their idea to be good paragraph, and the teacher used conventional technique in teaching writing. This research was a quasi experimental research. The population was 2classes and researcher used total sampling technique in choosing the sample were: experimental class (X PKP 2) and control class (X PKP 1). To collect data, the researcher gave writing test. Meanwhile to analyze the data, the researcher used t-test formula and consulted the resullt into t-table with level of significant The findings in this research showed that the result of the pre-test and post-test scores of the experiment class t-obtained(4,07)was higher than the t-table(1,67) with degree of freedom (df) = 58. The null hypothesis H(o) was rejected and alternative hypothesis H(a) was accepted which means that there was significant effect of using Self Assessment toward student’s writing ability. Then, the calculation of post-test of both classes was as follows, it was obtained that the t-obtained was (2,99) which was higher than the t-table (1,67) with degree of freedom (df) = 62. The alternative hypothesis H(a) was accepted which means that there was significant difference between using self Assessment and conventional technique. It can be concluded that the entire hypothesis was accepted. It was proved that using Self Assessment as a writing technique can help the students in improving their ability in writing skill. Key words: Self Assessment, Writing Ability ABSTRAK Fonti Fiorentika BP. 2314.065, Pengaruh Penggunaan Self Assessment Terhadap Kemampuan Menulis siswa di Kelas Sepuluh SMKN Bukittinggi. Skripsi, Institut Agama Islam Negeri Bukittinggi (IAIN), 2019. Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan self assessment terhadap kemampuan menulis siswa di kelas sepuluh SMKN 2 Bukittinggi. Ada beberapa masalah yang di temukan peneliti di lapangan: siswa tidak memahami kosa kata dan tata bahasa, siswa sulit mengembangkan idenya ke dalam paragraf yang sempurna, guru menggunakan teknik pembelajaran konvensional. Jenis penelitian yang digunakan adalah dalam bentuk quasi eksperimen dengan pendekatan kuantitatif. Jumlah populasi sebanyak 2 kelas. Penulis menggunakan total technique dalam memilih sample. Jadi hanya ada satu kelas eksperimen ( X PKP 2) dan satu kelas kontrol (X PKP 1) dalam penelitian ini. Untuk mengumpulkan data peneliti memberikan test tulis. Untuk menganalisis data, peneliti menggunakan uji-t dan mengkonsultasikan hasilnya kedalam tabel derajat (α) = 0.05. Hasil penelitian menunjukkan bahwa hasil dari test awal dan test akhir di kelas experimen t-hitung(4,07)lebih tinggi dari pada t-tabel (1,67) dengan derajat kebebasan adalah df= 58. Null hipothesis H(o) ditolakalternatif hipothesis (Ha) diterima bahwa terdapatpengaruh yang siknifikan dengan menggunakan self assessment terhadap kemampuan menulis siswa. Kemudian perhitungan akhir dari dua kelas diperoleh t-hitung (2,99) lebih tinggi dari pada t-tabel (1,67) dengan derajat kebebasan (df)= 62 dengan (α) = 0.05. Alternatif hipotesis di terima bahwa terdapat perbedaan yang siknifikanantara penggunaan self assessment dan teknik konvensional digunakan oleh guru. Sehingga bisa disimpulkan bahwa alternatif hipotesis diterima. Hal ini membuktikan bahwa menggunakan self assessment sebagai teknik dalam menulis bisa membantu siswa dalam meningkatkan kemampuan menulisnya. Kat kunci: Self Assessment, Kemampuan Menulis
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.
