i

THESIS

THE IMPLEMENTATION OF PERFORMANCE ASSESSMENT IN

CURRICULUM 2013

(A Case Study at the Eleventh Grade of SMAN 1 Magetan in the Academic

Year of 2016/2017)

By :

Wahyu Indah Mala Rohmana (S891502022)

MASTER PROGRAM OF ENGLISH EDUCATION

FACULTY OF EDUCATION

UNIVERSITY OF SEBELAS MARET

SURAKARTA

2017

ii

APPROVAL

THE IMPLEMENTATION OF PERFORMANCE ASSESSMENT IN

CURRICULUM 2013

(A Case Study at the Eleventh Grade of SMAN 1 Magetan in the Academic Year

of 2016/2017)

By:

Wahyu Indah Mala Rohmana

NIM. S891502022

This Thesis Has been Approved by The Consultants of English Education

Department of Graduate Program Teacher Training and Education Faculty

Sebelas Maret University Surakarta, February 2017

Consultant I Consultant II

Prof. Drs.Riyadi Santosa,M.Ed, Ph.D. Dr. Suparno,M.Pd

NIP. 19600328 198601 1000 NIP. 19511127 198601

1001

Approved By

The Head of English Education Department of Graduate Program of

Sebelas Maret University

Dr. Ngadiso, M.Pd.

NIP. 19621231 198803 1009

iii

The Head of English Education

Department of Graduate Program of

Teacher Training and Education

Faculty of Sebelas Maret University

LEGITIMATION

THE IMPLEMENTATION OF PERFORMANCE ASSESSMENT IN

CURRICULUM 2013

(A Case Study at the Eleventh Grade of SMAN 1 Magetan in the Academic Year of

2016/2017)

by:

WAHYU INDAH MALA ROHMANA

S891502022

This Thesis Has been Approved by The Consultants of English Education

Department of Graduate Program teacher Training and Education Faculty of Sebelas

Maret University Surakarta in January 2016

Board of Examiners Signature

Chairman Dr. Ngadiso, M.Pd (...........................)

NIP. 19621231 198803 1009

Secretary Dr. Abdul Asib, M.Pd (...........................)

NIP. 19520307 198003 1005

Examiners 1. Prof. Drs. Riyadi Santosa,M.Ed, Ph.D. (...........................)

NIP. 19600328 198601 1000

2. Dr. Suparno,M.Pd (...........................)

NIP. 19511127 198601 1001

Legalized by

The Dean of Teacher Training and

Education Faculty of Sebelas

Maret University

Prof.Dr.Joko Nurkamto, M.Pd Dr.Ngadiso, M.Pd

NIP. 19610124 198702 1001 NIP. 19621231 198803 1009

iv

ABSTRACT

Wahyu Indah Mala Rohmana. S891502022. 2017. The Implementation Of

Performance Assessment In Curriculum 2013 : (A Case Study At The Eleventh

Grade Of Sman 1 Magetan In The Academic Year Of 2016/2017). A Thesis. First

Consultant: Prof. Drs. Riyadi Santosa,M.Ed, Ph.D.; Second Consultant: Dr.

Suparno,M.Pd. English Education Department, Graduate Program, Sebelas Maret

University..

This study was conducted by the aims to find out the English teachers’

perceptions, the performance assessment implementation, the obstacles and the

solutions of the obstacles in implementing performance assessment in curriculum

2013. The study was carried out at SMA N 1 Magetan in the academic year

2016/2017 at the eleventh grade. The study was designed as qualitative case

study. Observation, interview and documentation were the data collection

technique. It is validated by using triangulation and member checking method.

The result of the study revealed that the English teachers have different perception

about the definition of performance assessment. However, all teachers agrees and

have interest in implementing performance assessment both because of the

demand of curriculum 2013 and because its effectiveness to assess the students’

performance. These perceptions is influenced by their knowledge, experience, and

by the training or workshop of curriculum 2013. There are some performance task

used by teachers : telling story, role play, discussion/talk show, presentation,

reading poetry and drama. The teachers implement the performance assessment

by taking some steps starting from planning, implementation and post

implementation. Teachers developed the performance assessment starting from

developing the performance task, making the criteria, and making the scoring

rubric. There are some obstacles in implementing the performance assessment. It

includes the complicated administration (lesson plan and scoring rubric), the

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students’ mixed-various ability, the limited allocation of time, big classes and the

noisy situation in the classroom. Thus, there are some efforts by the teachers to

overcome the obstacles. With the limited allocation of time, the teachers asked the

students to record their performance at home using handy cam or video camera.

They also coordinated with other teacher, with the curriculum coordinator and

maintain good communication with the students during the learning process in

order to understand the performance concept and what to prepare in the

performance task.

Keywords: implementation, performance assessment, authentic assessment,

curriculum 2013

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PRONOUNCEMENT

This is to certify that I myself write this thesis entitled “The

Implementation of Performance Assessment In Curriculum 2013 : (A Case Study

at The Eleventh Grade of SMAN 1 Magetan In The Academic Year Of 2016/2017).

It is not a product of plagiarism or made by others. Anything related to other’s

work is written in quotation, the source of which is listed on the references.

If then this pronouncement proves wrong, I am ready to accept any

academic punishment, including the withdrawal or cancelation of my academic

degree.

Surakarta, February 2017

Wahyu Indah Mala Rohmana

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MOTTO

“There’s always hope, even when you’re at the lowest point of your life. Keep

Believing

(Anonymous)

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DEDICATION

My humble effort I dedicate to

My sweet and loving , H.Achmad Kusyairi Al-Fatah, S.Masringah,S.Pd. whose

love, encouragement, prays make me able to get success and honor

My three brothers, Syamsul Wathoni, Ridwan Syahroni, Karoma Ali Wardana

who support me behind my back

My Future, M.Rizal Syafirudin, whose love and support means the world to me.

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ACKNOLEDGEMENTS

In the name of Allah, the beneficent and the merciful.

The researcher would like to acknowledge her countless gratitude to Allah,

who has granted her health and determination to write this thesis. In addition,

there are many people who have generously contributed in improving this thesis.

Therefore, she would like to express her deep gratitude to the following people:

1. The Dean of Teacher Training and Education Faculty of Sebelas Maret

University for the permission to write the thesis.

2. The Head of English Education Department of Graduate Program for

providing the facilities to complete the thesis writing.

3. Prof. Drs. Riyadi Santosa,M.Ed, Ph.D., the first consultant for this

guidance, advice and patience during the writing process of this thesis.

4. Dr. Suparno, M.Pd, the second consultant for his guidance, advice, and

patience during the writing process of this thesis.

5. The principal of SMA Negeri 1 Magetan for the permission to conduct the

research.

6. The English teachers of SMA Negeri 1 Magetan, Joni Siswo

Irwanto,M.Pd ,Sri Sulastri,,M.Pd, Sri Rahmayati,M.Pd for her help,

guidance and cooperation during research.

7. The eleventh grade students of SMA Negeri 1 Magetan in the academic

year of 2016/2017 for their cooperation during the research.

8. All friends and everyone who have helped the researcher in accomplishing

this thesis.

Finally, the researcher realizes that this thesis is still far from being perfect.

Therefore, constructive suggestion is needed for the progress of the next study.

The researcher hopes that this thesis would provide a positive contribution to the

educational development and the readers.

Surakarta, February 2017

Wahyu Indah Mala Rohmana

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TABLE OF CONTENTS

I. INTRODUCTION

A. Background ................................................................................ ............ 1

B. Formulation of the Problems ...................................................... ............ 5

C. Objectives of Study ..................................................................... ............ 5

D. Limitation of the Study ............................................................... ............ 6

E. Significances of the Study ........................................................... ............ 6

II. LITERATURE REVIEW

A. Authentic Assessment ................................................................. ............ 8

B. Performance Assessment ............................................................. ............ 9

1. Definition of Performance Assessment.................................. ............ 9

2. Designing Performance Assessment ...................................... ……… 11

3. Rubric of Performance Assessmen ........................................ ............ 11

4. Functions and Goals of Performance Assessment ................. ............ 16

5. Characteristics and Criteria of Performance Assessment ...... . .......... 17

C. Curriculum 2013.......................................................................... ............ 19

1. The Concept of Curriculum 2013 ......................................... ............ 19

2. Assessment in Curriculum 2013 ........................................... ............ 21

3.. Performance Assessment Rubric in Curriculum 2013 ......... ………. 25

4.Mechanism of Assessment ...................................................... ……….. 26

D. Teachers Perception about Performance Assessment ................. ............ 26

1. Definition of Perception ......................................................... ............ 26

2. Teachers Perception in Assessment ....................................... ............ 28

3. Teachers Belief ...................................................................... ............ 29

4. Teachers’ Beliefs in the Language Teaching-Learning Process….. 31

E. Review of Relevant Studies ......................................................... ............ 32

III. METHODS

A. Research Setting .......................................................................... ............ 35

B. Research Strategy ........................................................................ ............ 36

C. Sources of Data ........................................................................... ............ 37

D. Data Collection........................................................................... ............ 38

E. Trustworthiness ........................................................................... ............ 40

F. Data Analysis .............................................................................. ............ 41

IV. FINDINGS AND DISCUSSION

A. Data Description ......................................................................... ............ 44

B. Research Finding ........................................................................ ……… 48

1. The Teachers’ Perception about The Implementation of

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Performance Assessment in Curriculum 2013………………………. 48

2. The Implementation of Performance Assessment

in Curriculum 2013…………………………………………………… 55

3. The Obstacles of The Implementation of Performance

Assessment in Curriculum 2013………………………………………. 62

4. The Solutions of The Obstacles in The Implementation of

Performance Assessment in Curriculum 2013………………………… 62

C. Discussion .................................................................................... ………….. 65

V. CONCLUSION,IMPLICATION, AND SUGGESTION

A. Conclusion .................................................................................. ............ …..77

B. Implication.. ................................................................................ ………….. 79

C. Suggestion ................................................................................... …………. 80

REFERENCES ......................................................................................... ..............… 82

APPENDICES.......................................................................................... ................

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LIST OF TABLES

Table 2.1 Rubric for Assessing the Quality of a Performance Task…………13

Table 2.2 Performance Assessment Rubric for Speaking……………………15

Table 2.3 Performance Assessment Rubric for Written Work………………15

Table 3.1 Time Setting of Study ……………………………………….........36

Table 4.1. The Process’ Implementation of Performance Assessment…..57

Table 4.2 Activity of performance assessment by the English Teachers….60

Table 4.3 Summary of Findings……………………………………………67

LIST OF FIGURES

Figure 2.1 Schemes of Knowledge Assessment……………………………23

Figure 2.2 Schematic Perceptual Problem………………………………..27

Figure 2.3 : Formation of teacher cognition………………………………..30

Figure 3. 1Miles and Huberman Interactive Model of Analysis………...41

LIST OF APPENDICES

Appendix 1 Field Notes of Interview ………………………………………90

Appendix 2 Field Notes of Observation…………………………………… 120

Appendix 3 Teachers’ Syllabus ……………………………………………134

Appendix 4 Teachers’ Lesson Plan ……………………………………….142