AUTHENTIC ASSESSMENT IN WRITING CLASS FOR THE

STUDENT OF 11th

GRADE IN SMA AL FIRDAUS AND SMA N

2 SUKOHARJO

A THESIS

Submitted to Post Graduate Program of Language Study of Muhammadiyah

University as a partial fulfillment of the requirements for getting

Master Degree of Language Study of English

Written by

DEWI KURNIATUN

S200140096

GRADUATE PROGRAM

MAGISTER OF LANGUAGE STUDY

MUHAMMADIYAH UNIVERSITY OF SURAKARTA

2017

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WAT HIKMAT, Ph.D.

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MOTTO

Man Jadda Wa Jada

Q.S Al Insyiroh:6

“sesungguhnya sesudah kesulitan itu ada kemudahan”

(QS. Al-Insyiroh:6)

The sucsessful of life that are: hardwork and pray

Nothing impossible in the world. You can do it. When you believe.

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MOTTO

Man Jadda Wa Jada

Q.S Al Insyiroh:6

“sesungguhnya sesudah kesulitan itu ada kemudahan”

(QS. Al-Insyiroh:6)

The sucsessful of life that are: hardwork and pray

Nothing impossible in the world. You can do it. When you believe.

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DEDICATION

This thesis is dedicated to:

------- Allah SWT -------

who always gives me pleasant, favor, health, wealth, and happiness

------- My mother and My father -------

who always give me spirit to finish my study, thanks for being patient

------- my husband -------

who always support and accompany me

------- my brother and sisters-------

Who always support me

------- my friends on Class A Post Graduate Program of UMS 2014 -------

Thank you for the friendship

------- my beloved Institution -------

In which I have learned and found new friendship

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ACKNOWLEDGMENT

Alhamdulilahi robbil’alamin, praise to Alloh SWT the Great Creator of the

universe, the Most Gracious and the Most Merciful, just cause of the Almighty the

writer has been able to finish this thesis. Thanks for His blessing in finishing this

thesis entitled “Authentic Assessment in Writing Class for the Student of 11th

Grade in SMA Al Firdaus and SMA N 2 Sukoharjo”. She also would like to say

thank for Muhammad Prophet, a glory person who gives his blessing to his

masses in the next day, peace be upon him.

This research is completed because of advice, support, and prayer from

everyone. Thus, the writer would like to express her great gratitude and

appreciation to:

1. Prof. Dr. Khuzaifah Dimyati, the director of graduate program of

Muhammadiyah University of Surakarta

2. Prof. Dr. Markamah, the head of graduate program of language studies of

Muhammadiyah University of Surakarta

3. Muamaroh, Ph.D., the the first advisor. Thank you for guiding and

advising the researcher to finish this research

4. Mauly Halwat Hikmat, Ph. D., the second advisor. Thank you for guiding

the researcher to finish this research

5. All lecturers of the graduate program of language studies of

Muhammadiyah University of Surakarta

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6. The headmaster of SMA Al Firdaus, and headmaster of SMA N 2

Sukoharjo who has given permission to the researcher to conduct the

research in this institutions

7. Mr. Sudi Herminto, S.Pd., the English teacher in SMA N 2 Sukoharjo who

helps the researcher to finish this research

8. Mrs. Ninik, S.Pd., the English teacher in SMA Al Firdaus who helps the

researcher to finish this research

9. All students SMA N 2 Sukoharjo and SMA Al Firdaus who helps and

participation the researcher in the class.

10. My beloved parents and my family, especially my mom: Sutini, my father:

Sukardjo and my husband: Handoko, who support and pray for me.

11. All of my friends from class B of English Language Studies of

Muhammadiyah University of Surakarta

12. Everyone who cannot be mentioned one by one for his/her help and

contribution in finishing this research. Hopefully, Alloh gives his blessing

to his/her. Amin

I hope this research becomes the current study that can give additional

information for further researcher who are interested in conducting a research

concerning with learning evaluation.

Surakarta, July 2017

Dewi Kurniatun

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LIST OF TABLE

Table 4.1 Classroom Activities in Formative and Summative Assessment

Table 4.2 Scoring Criteria

Table 4.3 Instrument Analysis in Authentic Assessment in Writing

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LIST OF APPENDICES

Appendix 1. Guideline for Interview and Observation

Appendix 2. Field Notes of Observation and Interview

Appendix 3. Instrument to guide the observation

Appendix 4. Student’s Homework in Writing

Appendix 5. Semester Test Question

Appendix 7 Scoring Writing

Appendix 7. Student’s Product

Appendix 8. Teacher’s Material

Appendix 9. Documentation

Appendix 10. Official Letter of SMA Al Firdaus and SMA N 2 Sukoharjo

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ABSTRACT

Kurniatun Dewi, Authentic Assessment in Writing Class for the Student of 11th

Grade in SMA Al Firdaus and SMA N 2 Sukoharjo. Thesis. Master of Language

Studies. Graduate Program. Muhammadiyah University of Surakarta. 2017

The objectives of this research were: (a) to describe the types of authentic

assessment in writing SMA Al Firdaus, (b) to describe the types of authentic

assessment in writing SMA N 2 Sukoharjo, (c) to describe the similarity and

differences between authentic assessment in writing in SMA Al Firdaus and

SMA N 2 Sukoharjo,(d) to describe the ways teacher’s assesses of authentic

assessment in writing, and (e) to explore the problems which are encountered by

teacher and the solutions in applying authentic assessment in writing class.

The type of this research was qualitative research with case study. The

data were taken from observation in students writing assignment and teacher’s

instruction. The participants of the study were the students of SMA Al-Firdaus

and SMA N 2 Sukoharjo at 11th

grade students. The techniques for collecting

data were observation, interview, and document. The data validity used was data

triangulation.

The findings of this research show that the first types of assessment in

writing in SMA Al Firdaus, are 1) formative assessment, such as a) classroom

task using writing samples and portfolio and b) written test. 2) Summative

assessment used students’ product and presentation. The second, types of

authentic assessment in writing in SMA N 2 Sukoharjo, they are 1) formative

assessment, such as: a) classroom task using writing samples and homework

using story/retelling text, and b) written test. 2) Summative assessment used

multiple choices. The third, the similarity between assessment used in SMA Al

Firdaus and SMA N 2 Sukoharjo is use of essay writing in mid test. The

differences SMA Al Firdaus used student’s product and presentation as semester

test. Meanwhile, SMA N 2 Sukoharjo used multiple choices as semester test.

The forth, the teacher assessed the students writing in SMA Al Firdaus by using

analytic score and SMA N 2 Sukoharjo used holistic score. The fifth, the

teacher’s problems in SMA Al Firdaus and SMA N 2 Sukoharjo were: students

had limited vocabulary, hard in developing paragraph, used incorrect

grammatically and diction. The teacher’s solutions were: the students bring

dictionary, rearranging jumble word, and give exercises.

Keywords: case study, type authentic assessment, writing score, problems and

solutions

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Abstrak

Tujuan dari penelitian ini adalah (a) untuk mendeskripsikan jenis penilaian

otentik dalam menulis di SMA Al Firdaus, (b) untuk mendeskripsikan jenis

penilaian otentik dalam menulis di SMA N 2 Sukoharjo, (c) untuk

mendeskripsikan persamaaan dan perbedaan antara penilaian otentik dalam

menulis yang digunakan di SMA Al Firdaus dan SMA N 2 Sukoharjo, (d) untuk

mendeskrisikan cara guru menilai penilaian otentik dalam menulis, (e) untuk

menggali masalah-masalah guru dan solusinya dalam penerapan penilaian otentik

dalam kelas menulis. Jenis penelitian ini adalah studi kasus.

Jenis penelitian ini adalah kualitatif dengan studi kasus. Data diambil dari

observasi tugas siswa menulis dan instruksi guru. Subjek penelitian adalah siswa

siswi SMA Al Firdaus dan SMAN 2 Sukoharjo kelas XI. Teknik pengumpulan

data menggunakan observasi, wawancara dan dokumentasi. Data validasi yang

digunakan triangulasi data.

Penemuan peneliti ini menunjukan yang pertama jenis penilaian dalam

menulis di SMA Al Firdaus antara lain1) penilaian formatif, meliputi : a) tugas

kelas menggunakan contoh menulis, dan portofolio dan b) tes tertulis. Kemudian

2) penilaian sumatif, menggunakan produk siswa dan presentasi. Kedua, jenis

penilaian otentik dalam menulis di SMA N 2 Sukoharjo antara lain,1) penilaian

formatif, meliputi a) tugas kelas menggunakan contoh menulis dan pekerjaan

rumah menggunakan menceritakaan kembali teks. b) penilaian sumatif,

menggunakan pilihan ganda. Ketiga, persamaan antara penilaian yang digunakan

di SMA Al Firdaus dan SMA N 2 Sukohajo menggunakan tes tertulis di mid

semester. Perbedaan penelitian ini SMA Al Firdaus menggunakan produk siswa

dan presentasi sebagai tes semester. Sementara itu SMA N 2 Sukoharjo

menggunakan pilihan ganda sebagai tes semester. Keempat, guru menilai tulisan

siswa di SMA Al Firdaus menggunakan analitik skor dan SMA N 2 Sukoharjo

menggunakan holistik skor. Kelima, Masalah guru di SMA Al Firdaus dan SMA

N 2 Sukoharjo antara lain: siswa keterbatasan kosakata, pengembangan paragraf,

kesalahan tatabahasa, dan pemilihan kata. Solusi guru antara lain: membawa

kamus, menyusun kembali kata dan memberi latihan lebih.

Kata kunci: studi kasus, jenis penilaian otentik, skor menulis, masalah dan solusi

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TABLE OF CONTENTS

TITLE . ...................................................................................................... i

NOTE OF ADVISOR .............................................................................. ii

NOTE OF ADVISOR II. .......................................................................... iii

APPROVAL .............................................................................................. iv

DECLARATION ....................................................................................... v

MOTTO .................................................................................................... vi

DEDICATION .......................................................................................... vii

ACKNOWLEDGMENT ......................................................................... viii

LIST OF TABLE ..................................................................................... x

LIST OF APPENDICES. ......................................................................... xi

ABSTRACT .............................................................................................. xii

TABLE OF CONTENT. ........................................................................... xv

CHAPTER I: INTRODUCTION

A. Background of the Study. ............................................. 1

B. Limitation of the Study ................................................ 5

C. Problem Statement ...................................................... 5

D. Objective of the Study ................................................. 6

E. Signification of the Study ............................................ 6

F. Thesis organization . ..................................................... 6

CHAPTER II: RELATED LITERARY REVIEW

A. Previous Study ............................................................. 8

1. Kurniatun. ................................................................. 9

2. Hidayati .................................................................... 9

3. Hamami .................................................................... 9

4. Fatonah ..................................................................... 10

5. Al Fama .................................................................... 11

6. Fitriani .................................................................... 12

7. Charoenchai ............................................................ 13

8. Kankam .................................................................. 14

9. Paragae ................................................................... 15

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10. Khan ....................................................................... 16

11. The Position of Present Study ................................ 16

B. Theoretical Review ...................................................... 18

1. Assessment ............................................................. 18

a. Notion of Assessment ........................................ 18

b. The Kinds of Assessment .................................... 19

c. Part of Assessment. ............................................. 21

2. Authentic Assessment .............................................. 23

a. Notion of Authentic Assessment. ....................... 23

b. Types of Authentic Assessment .......................... 26

1) O’Malley’s Type. ........................................... 26

2) Brown’s Type ................................................. 28

3) Lund’s Type ................................................... 30

3. Designing Authentic Assessment in Writing ........... 31

a. Imitative Writing ................................................. 31

b. Intensive Writing ................................................ 32

c. Responsive Writing ............................................. 32

d. Extensive Writing ............................................... 32

4. Qualities of Assessment ........................................... 32

a. Reliability. ........................................................... 32

b. Validity. .............................................................. 33

c. Practicality. ......................................................... 34

d. Authenticity. ........................................................ 34

e. Washback. ........................................................... 34

5. Writing Skill ............................................................ 35

a. Notion of Writing ................................................ 35

b. Aspect of Writing ................................................ 35

c. The Process of Writing ....................................... 36

6. Authentic Assessment in Writing ............................ 40

a. Assessing Writing. .............................................. 40

b. Testing Writing ................................................... 41

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c. Component of Writing . ...................................... 44

7. Scoring Writing. ...................................................... 45

a. Cohen’s Type ...................................................... 45

b. Glencoe’s Type ................................................... 47

8. Problem Faced in Applying Authentic Assessment

in Writing in Senior High School ............................ 49

C. Theoretical Framework ............................................... 49

CHAPTER III: RESEARCH METHOD

A. Type of Research ...................................................... 51

B. Subject and Object of Research . ............................... 51

C. Setting of the Research .............................................. 52

D. Data and Data Source ................................................ 53

1. Data ...................................................................... 53

2. Data Source ........................................................... 54

E. Technique of Collecting Data ................................... 54

1. Observation ........................................................... 55

2. Interview ................................................................ 55

3. Document .............................................................. 56

F. Data Validity ............................................................. 57

G. Technique for Analyzing Data .................................. 57

1. Data Collection ...................................................... 5

2. Data Reduction ...................................................... 55

3. Data Display .......................................................... 57

4. Conclusion Drawing/Verification ........................ 58

CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION

A. Research Findings ...................................................... 59

1. Types of Authentic Assessment

in SMA Al Firdaus .................................... ............. 59

a. Formative Assessment ...................................... 59

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1) Classroom Task ............................................ 60

a) Writing Sample ........................................ 60

b) Portfolio ................................................. 66

2) Written Test…………………………….. .... 69

b. Summative Assessment .................................... 73

1) Student’s Product ......................................... 73

2) Student’s Presentation .................................. 73

2. Types of Types of Authentic Assessment

in SMA N 2 Sukoharjo .......................................... 74

a. Formative Assessment ...................................... 74

1) Classroom Task ............................................ 74

a) Writing Sample ........................................ 75

b) Story/retelling text ................................... 79

2) Written Test .................................................. 82

b. Summative Assessment ..................................... 84

3. The Similarity and Differences Types of

Authentic Assessment in Writing at SMA Al

Firdaus and SMA N 2 Sukoharjo .......................... 85

4. The Ways Teacher’s Assess of Authentic

Assessment in Writing ......................................... 86

5. Teacher’s Problem and Solution in Authentic

Assessment in Writing .......................................... 89

B. Discussion .................................................................. 92

1. View from the comparison of finding of the

current

study with the finding of previous study ............... 92

2. View from the compatibility of finding of the

current study with the underlying theory ............. 97

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CHAPTER V: CONCLUSION, PEDAGOGICAL IMPLICATION,

AND SUGGESTION

A. Conclusions ..................................................................................... 99

B. Pedagogical Implication .................................................................. 103

C. Suggestion ....................................................................................... 104

BIBLIOGRAPHY .................................................................................... 105

APPENDICES