AUTHENTIC ASSESSMENT OF SPEAKING SKILLS IN EFL CLASS (A Descriptive Qualitative Analysis on English Teacher‟s Assessment Process at the Second Grade Students of Senior High School Pancasila Bengkulu)

Madani, Madani (2019) AUTHENTIC ASSESSMENT OF SPEAKING SKILLS IN EFL CLASS (A Descriptive Qualitative Analysis on English Teacher‟s Assessment Process at the Second Grade Students of Senior High School Pancasila Bengkulu). Diploma thesis, IAIN BENGKULU.

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Abstract

The aims of this study were: (1) to describe the dominant kind of authentic assesment used by the teachers in speaking EFL class; (2) to know about the implementation of authentic Assessment of Speaking Skills in EFL Class; and (3) to know the teacher‟s perception about applying authentic assessment in EFL class. This study used descriptive qualitative method. The respondents of this study were the second grade teachers of Senior High School Pancasila Bengkulu that consisted of one teacher. The results of this study showed that: first, the English teacher only used performance in assessing speaking in the classroom. Second, the authentic assessment was only conducted in pre-assessment and formative assessment; but in summative assessment, the theacher used written test. The implementation of authentic assessment in the clasroom were the teacher asked students to construct responses or perform tasks that need more than recall of information and concepts. The English teacher asked students to solve problem in a certain case (problem solving). The teacher required students to compile a response or perform a task that requires more information and conceptual withdrawal to encourage them to be active in the classroom because they must be able to bring back information for solving problems based on teaching and learning materials that has been received previously. Third, the teacher‟s perception about authentic assessment: in one side authentic assessment was very good at improving students' speaking abilities because the students showed their real outcome of speaking. Students are able to convey ideas directly without fear. Students not only understand the theory but also understand more at the practical level in real life. On the other side, authentic assessment required a lot of time in the process of assessing students.

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