THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN READING COMPREHENSION AT 10TH GRADE OF MA MAFATIHUL HUDA CIPARI

Din, Azizah (2020) THE IMPLEMENTATION OF AUTHENTIC ASSESSMENT IN READING COMPREHENSION AT 10TH GRADE OF MA MAFATIHUL HUDA CIPARI. Skripsi thesis, IAIN Purwokerto.

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Abstract

This research is aimed to describe the implementation of authentic assessment in reading comprehension at 10th grade of MA Mafathiul Huda Cipari and the analysis process of the authentic assessment in assessing reading comprehension. According to Marhaeni in Stiggins (1993), authentic assessment is “problems or questions that are meaningful and involve students using their knowledge to perform effectively and creatively. Assignments given can be in the form of replica analogies of the problems faced by adults and those who can be involved in the field”. The assessment process carried out by the teacher to collect information about the learning development carried out by students in the form of abilities in real life in the form of performance or learning outcomes. This assessment is carried out using a variety of assessment methods. For the material the teacher used recount text. This research was descriptive qualitative research. The subjects of the research were the English teacher and the students of 10th grade of MA Mafatihul Huda Cipari. The object of the research was the implementation of authentic assessment in reading comprehension of MA Mafatihul Huda Cipari. The data were got through observation, interview, and documentation. The data were in the form of interview transcripts, filed notes, audio records, and picture documentation. The data from the observation, interviews, and documentation were analyzed qualitatively. The researcher used triangulation method, namely triangulation of sources, triangulation of technique, and triangulation of time. The result of this research showed that the implementing of authentic assessment in reading comprehension at 10th grade of MA Mafatihul Huda Cipari. According to the data observation and interview, was implemented by the three types of authentic assessment in assessing reading comprehension: first, the teacher used written assessment for cognitive aspect, the teacher was implemented two types test. There was in multiple choice and Short-Answer Tasks or Essay; for multiple-choice the teacher assesses the students' ability to understand and answer several questions, namely for multiple-voice there are 10 questions. Where there are several questions that discuss recount text. The learning source used by the teacher is LKS (Learning of source). From this assessment, the teacher can evaluate students' abilities in answering these questions. The teacher looks at how much time it takes students to understand the content of the text and the questions. For Short Answer Tasks or Essay, the teacher evaluates students' understanding of the text that has been read. The teacher provides 2 recount texts. Here, the teacher evaluates how students can determine answers to questions about the main idea of ​​a paragraph and how students can determine answers to implied and express information from the text appropriately. Second, observation assessment for affective aspect; For the observation assessment of affective aspect, the teacher uses this assessment to evaluate by observing the social attitudes of students, including: the teacher observes how students can accept the values ​​taught by the teacher; how students can play an active role in teaching-learning reading comprehension; and how students can socialize with the surrounding environtment. Last, Performance assessment for psychomotor aspect. In this assessment the teacher evaluates how the student's performance is in reading recount text practice activities. The teacher provides 2 texts. The teacher gives an assessment on several aspects including; how students understand the content of the text, how students express the main ideas of the text that are read clearly and logically, and the use of vocabulary and grammar that adjusts the text. The researcher found obstacles in implementing of authentic assessment, such as the students were lack of interest; they felt bored while learning English; faced difficulties in comprehending English text. Because of these problems, they can’t understand well what the teacher said. There were two classes which comprise about 37 or 35 students in each class. It was challenging for a teacher to control the condition of teaching learning more effective.

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