THE IMPLEMENTATION OF AUTHENTIC ASSESMENT ON READING

COMPREHENSION BY ENGLISH TEACHER AT THE ELEVENTH

GRADE OF CATHOLIC SENIOR HIGH SCHOOL OF SINT. PETER
KEWAPANTE IN THE ACADEMIC YEAR OF 2023/2024

A Thesis

Presented as Partial Fulfillment of the Requirements to Obtain

the Sarjana Pendidikan Degree in English Language Education

By

Yuliana Kurniawati Sa
SRN: 085180043

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

THE FACULTY OF TEACHER TRAINING AND EDUCATION
NUSA NIPA UNIVERSITY
MAUMERE
2025
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 MOTTO

I had a mother who Prayed for me and i do believe in the power of Prayer
( Sandi Marselino )

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 DEDICATION SHEET

I dedicated this thesis for my parents because when the whole world closed
their door for me, my mom and dad always open their arms for me, and when the
world closed their ears, mom and dad open their heart for me. Thankyou for always
being here with me.

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 ACKNOWLEDGEMENT

Praise be to Allah the Almighty for all His bounty of grace and blessings and

for enabling the writer to complete this research proposal.

In conducting this study, the writer has received many valuable and

meaningful contributions, suggestions, and guidance from others. Therefore, the

writer is indebted to many people for their efforts and would like to extend her

sincere gratitude to:

1. Dr. Jonas K. G. D. Gobang, S. Fil., M.A, as the Rector of Nusa Nipa

University

2. Lukas Bara [Link], M.M, the Dean of Faculty of Teacher Training and

Education

3. Wendelinus Oscar Janggo, [Link]. as the head of the English Language

Education Study Program

4. Lusiana Mariyeta Balik,S.S, [Link] as the writer’s first supervisor who has

always provides support, direction, ideas, suggestions, and corrections to

the writer during the process of research and completing this study.

5. Genoveva Dua Eni, [Link], [Link] as the writer’s second supervisor for

support, suggestions, and corrections during finishing this paper.

6. All of lecturers of the English Language Education Study Program who

have shared of their knowledge and experiences to help the writer conduct

this study.

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 7. Marta Alinda, [Link]. as her academic advisory lecturer who always

encourages and supports the writer to always work hard to achieve her

goals.

8. My Beloved Parents Yohanis Ngaji and Maria Fatima Wonga for their

love, motivation, endless prayers, and sacrifice.

9. My Beloved brothers and sisters for their motivation , love and care

during Accamplishing this thesis.

10. All of her friends in the English Languange Education Study Program

especially in 2018, for being cheerful and supporting the writer in

finishing this study.

11. All of her colleagues during social work in Ranakolo Village and teaching

practice at Sint. Peter Kewapante Catholic Senior High School and

anyone she admires who completed her life with beautiful and memorable

memories.

The writer realizes that nothing is perfect. Hence, criticism and constructive

suggestions are needed by the writer to improve this writing. Finally, the writer

hopes that this writing can provide benefits for all.

Maumere, August 2024

Yuliana kurniawati sa

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 TABLE OF CONTENTS

Page

APPROVAL SHEET .................................................................................... ii

APPROVAL SHEET ..................................................................................... iii
DECLARATION SHEET ............................................................................. iv
MOTTO .......................................................................................................... v
DEDICATION SHEET ................................................................................. vi
ACKNOWLEDGEMENT ............................................................................vii
TABLE OF CONTENTS ..............................................................................ix
LIST OF FIGURES ......................................................................................xi
APPENDIX LIST ..........................................................................................xii
ABSTRACT...................................................................................................xiii
ABSTRAK......................................................................................................xiv

CHAPTER I INRODUCTION .................................................................... 1

1.1 Background of the Research ............................................................... 1
1.2 Problems of the Research .................................................................... 5
1.3 Objective of the Research ................................................................... 5
1.4 Research Scope and Limitation........................................................... 6
1.5 Research Significance ......................................................................... 6
1.6 Definition of Key Terms .................................................................... 7
1.7 Writing Organization .......................................................................... 9

CHAPTER II REVIEW OF RELATED LITERATURE ........................ 10

2.1 Theoretical Description ...................................................................... 10
2.2 Review of Previous studies ............................................................... 30
2.3 Theoretical Framework ...................................................................... 32

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CHAPTER III RESEARCH METHODOLOGY ..................................... 34
3.1 Research Design ................................................................................ 34
3.2 Research Setting ................................................................................. 35
3.3 Research Subjects .............................................................................. 35
3.4 Research Procedure ............................................................................ 36
3.5 Data Collection Technique ................................................................. 36
3.6 Research Instruments ......................................................................... 39
3.7 Analysis Technique ............................................................................ 40

BAB IV RESEARCH FINDINGS AND DISCUSIONS ........................... 43

4.1 Research Findings .............................................................................. 43
4.2 Disscussion ........................................................................................ 55

CHAPTER V CONCLUSION AND SUGGESTION ............................... 62

5.1 Concusion........................................................................................... 62
5.2 Suggestion .......................................................................................... 62

REFERENCES ............................................................................................. 64
APPENDICES

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 LIST OF FIGURES

Page

Figure 2.1 Theoretical Framework ................................................................ 33

Figure 4.1.2 Oral Interview In Class ............................................................. 50

Figure 4.3 Students Portofolio ....................................................................... 54

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 APPENDIX LIST

Appendices 1 Interview

Appendices 2 Observation 1

Appendices 3 Observation 2

Appendices 4 Reading Comprehension Rubric

Appendices 5 Documentation

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 ABSTRACT

The implementation of authentic assessment can help teachers to know the extent
to which students are able to apply their knowledge and skills in accordance with
the contexts of real situations. This is because authentic assessment focuses on
activities or tasks that students do, as the knowledge and skills taught are tailored
to the real contexts. The research objective is to describe the Implementation of
Authentic Assessment on Reading Comprehension by English Teacher at the
Eleventh-Grade of Catholic Senior High School of Sint. Peter Kewapante in the
Academic Year of 2023/2024. his research used descriptive qualitative analysis
method. The instruments used in this study were observation, interview guideline,
and documentation. The researcher conducted the implementation of authentic
assessment on reading comprehension to know the strategy of the implementation
of authentic assessment by English teacher and identify types of authentic
assesment used by English teacher on reading comprehension.
First, the English teacher implemented authentic assessment for students' reading
comprehension. Students were trained to understand the text, identify the topic
sentence, main idea, and supporting sentence. The teacher asked students directly
about their reading, asking questions. They then discussed tasks together to better
understand and provided assignments for submission to the teacher. This approach
ensured students' comprehension and engagement in reading. Second, the types of
authentic assessment on reading comprehension by English teacher in the eleventh-
grade English class at Sint. Peter Kewapante, authentic assessment of reading
comprehension was conducted using three methods. The first was an oral interview,
where the teacher assessed students' understanding of reading materials. The
second was a task-based assessment, where students were asked to identify the main
idea or important information in a text. The third was a portfolio, where students
provided proof of their completed assignments, which were then processed for
individual scores. It is then recommended that authentic assessment be applied in
the teaching and learning of reading courses.
Keywords: Assessment, Authentic Assessment, Reading Comprehension,
Descriptive Qualitative Study.

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 ABSTRAK

Penerapan penilaian autentik dapat membantu guru untuk mengetahui sejauh

mana siswa mampu menerapkan pengetahuan dan keterampilannya sesuai dengan
konteks situasi nyata. Hal ini karena penilaian autentik berfokus pada kegiatan
atau tugas yang dilakukan siswa, karena pengetahuan dan keterampilan yang
diajarkan disesuaikan dengan konteks nyata. Tujuan penelitian ini adalah untuk
mendeskripsikan Penerapan Penilaian Autentik terhadap Pemahaman Membaca
oleh Guru Bahasa Inggris di Kelas Sebelas SMA Katolik Sint. Peter Kewapante
Tahun Ajaran 2023/2024. Penelitian ini menggunakan metode analisis kualitatif
deskriptif. Instrumen yang digunakan dalam penelitian ini adalah observasi,
pedoman wawancara, dan dokumentasi. Peneliti melakukan penerapan penilaian
autentik terhadap pemahaman membaca untuk mengetahui strategi penerapan
penilaian autentik oleh guru Bahasa Inggris dan mengidentifikasi jenis penilaian
autentik yang digunakan oleh guru Bahasa Inggris terhadap pemahaman
membaca.
Pertama, guru bahasa Inggris menerapkan penilaian autentik untuk pemahaman
bacaan siswa. Siswa dilatih untuk memahami teks, mengidentifikasi kalimat topik,
gagasan utama, dan kalimat pendukung. Guru bertanya langsung kepada siswa
tentang bacaan mereka, mengajukan pertanyaan. Mereka kemudian membahas
tugas bersama untuk lebih memahami dan memberikan tugas untuk diserahkan
kepada guru. Pendekatan ini memastikan pemahaman dan keterlibatan siswa
dalam membaca. Kedua, jenis penilaian autentik pada pemahaman bacaan oleh
guru bahasa Inggris di kelas bahasa Inggris kelas sebelas di Sint. Peter Kewapante,
penilaian autentik pemahaman bacaan dilakukan dengan menggunakan tiga
metode. Yang pertama adalah wawancara lisan, di mana guru menilai pemahaman
siswa terhadap materi bacaan. Yang kedua adalah penilaian berbasis tugas, di
mana siswa diminta untuk mengidentifikasi gagasan utama atau informasi penting
dalam sebuah teks. Yang ketiga adalah portofolio, di mana siswa memberikan bukti
tugas yang telah mereka selesaikan, yang kemudian diproses untuk mendapatkan
skor individu. Kemudian direkomendasikan agar penilaian autentik diterapkan
dalam pengajaran dan pembelajaran mata kuliah membaca.
Kata kunci: Penilaian, Penilaian Otentik, Pemahaman Bacaan, Studi Kualitatif
Deskriptif.

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 CHAPTER I

INTRODUCTION

This chapter discusses about the background of the study, research

problems, research objectives, scope and limitation of the research, research

significance, definition of key terms, and writing organization. As the Folowing:

1.1. Background of the Research

Education is the process of giving or receiving systemic instruction

especially at school or university. Biesta (2015) states in education, students acquire

knowledge, characters, morals, and skills. In carrying out the educational process

at a particular educational institution of course referring to the curiculum.

Curiculum is a basic of teaching learning process. Curiculum is the set of courses,

courses work, and content offered at school or university. In line with teaching and

learning process in Senior High School of Sint. Peter Kewapante use curiculum

2013. Curiculum 2013 is the revised version of CBC and KTSP, with greater

emphasis on building students characters, developing relevan skills based on

students interests and need, and developing thematic learning approach that benefit

students cognitive abilities (Kemendiknas, 2013) as cited in (Putra, 2014).

Curiculum 2013 includes key competences (kompetensi inti), namely KI-1

(attitude), KI-2 (social) KI-3 (knowladge), and KI-4 (skill). The goal of the

curriculum 2013 is to produce Indonesian people who are productive, creative,

innovative, and affective through empowerment of integrated attitude, skill, and

knowledge.

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The difference between the curriculum 2006 and curriculum 2013 is in the

learning plan. In the curriculum 2006, the syllabus development is under education

unit’s (school) authority; however, in the curriculum 2013, the development is the

central government’s authority, except for special subject which is developed by

certain school. Even though the syllabus is from the central government, the

teachers still have authority to design lesson plan and develop the materials given

for operationalizing in learning. So the teacher has to understand and follow the

current curiculum before planning and developing a kind of teaching learning

process.

In curriculum 2013 there is one compulsory subject namely English.

Learning English includes four skills, those are listening skills, speaking skills,

reading skills, and writting skills. Neverthless in this writting, the writer just

focuses on reading comprehension since reading comprehension is the ability to

process text, understand its meaning, and to integrate with what the reader already

knows. This aspect is not easy, because the students don’t have the abilities to

understand and find certain details, either words or ideas in a piece of reading.

This includes the ability to see how the meaning of a sentence has an effect on and

is affected by other sentences. In teaching reading, the selection of good materials

is needed in language learning since there are abundant materials that can be used

in English classroom.

In teaching and learning process the teacher has to run three components

those are planning, process, and assesment. Those components determine succes in

the learning process. Nevertheless this study focuses on assesment. Assesment is

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involving member of the team to identify the weakness and strenghtness which can

be used for the decision outcome educational series required as the basis for

constructional a learning design (Robert M. Smith, 2002). According to Brown

(2003: 4) authentic assessment is an ongoing process encompasses a much wider

domain. It can be in the form of feedback, comments, questions, confirmations,

corrections, quizzes, tests, etc. The authentic assesment is also used to asses reading

comprehension. Langan (2002:359), there are five aspects of reading which the

students should understand to comprehend a text well. they are Phonemic

Awerness, Phonics, Vocabulary ,fluency and comprehension.

Comprehension can be regarded as a condition where certainly exist. Beside

a pleasure activity that can increase the students knowledge about the information

from the text, in language class, reading can also consolidate and extend the

students knowledge and skill in language. Based on the statements above, it can be

inferred that when the students is reading a text, he/she becomes the most important

thing in reading activity. Comprehension will make the students able to determine

the essence of the sentence or text and receive the main purpose of reading process.

It is necessary for the students because by comprehension the students can get the

aim of reading text, beside that, by comprehending the text the students will find

the gist of the text such as an important message or information from the text, as

defined by Djuharie (2008) reading comprehension is understanding of written text.

It means that to get the information which is needed from the text as efficiently as

possible.
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Based on the writer experience during the teaching and learning practice

(PPL) at Sint. Peter Kewapante Catholic Senior High School, There were some

problems faced by students in the classroom. They are lack of interest, they feel

bored while learning English, they feel difficult in comprehending English text, and

they can’t understand well what the teacher said. Finally, they get a bad score in

English subject. However, we consider that at the end of National Examination,

students must face many reading texts. Because in curriculum 2013, they must

do some evaluation to measure the student’s English skill, so that is why the

writer wants to study about that. Here, the writer will conduct the research at

eleventh grade. There are two classes which comparise about of 20 or 18 students

in each class. It is challenging for teacher to control the condition of the teaching

and learning more effective. They have various comprehension levels while

learning English in the classroom. Some of them don’t understand the meaning of

the whole text. Most of them don’t know the meaning of some words in the

text and the others don’t remember some vocabularies.

In relation to description above, the writer is interested to conduct a study

under the title: “The Implementation of Authentic Asesment on Reading

Comprehension by English Teacher at the Eleventh-Grade of Catholic Senior

High School of Sint. Peter Kewapante in the Academic Year of 2023/2024”

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1.2. Problems of the Research

Based on the background above, the writer formulates the problems of the

research into the following questions.

1. How is the implementation of authentic assessment used by English teacher on

reading comprehension at eleventh-grade of Sint. Peter Kewapante Catholic

Senior High School?

2. What types of the authentic assessment used by English teacher on reading

comprehension at eleventh-grade of Sint. Peter Kewapante Catholic Senior High

School?

1.3. Objective of the Research

Based on the research problems, the writer objectives can be stated to

answer the issues, as follows:

1. to know the strategy of the implementation of authentic assessment by English

teacher on reading comprehension at the eleventh-grade of Sint. Peter

Kewapante Catholic Senior High School

2. to identify types of authentic assesment used by English teacher on reading

comprehension at the eleventh-grade of Sint. Peter Kewapante Catholic Senior

High School
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1.4. Research Scope and Limitation

The scope of this research is language learning assesment while the

limitation of this study is the implementation of authentic assesment on reading

comprehension by English teacher and types of authentic assesment used by

English teacher on reading comprehension at the eleventh-grade of Sint. Peter

Kewapante Catholic Senior High School.

1.5. Research Significance

The result of this research is expected to be useful both theoretically and

practically for the following parties.

1.5.1 Theoretical Significance

Theoretically, this research is hopeful can be the suggestion for the teacher

in teaching and learning assessment so the teacher can improve their learning

assessment that related to their students skills. It is also can be the additional

informations on the implementing of authentic assessment and become a wide

reference as well as empirical evidence for any further research which have a

similar domain to this study.

1.5.2 Practical Significance

1. For Students

Through this research they can express in total how their academic material is

understood, express, and strengthen their mastery of competencies, such as

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gathering information, using resources, handling technology, and systematic

thinking, connecting learning with their own experiences, their world, and wide

community.

2. For English Teacher

The result hopefully becomes a measurement for students abilities and how

effectively the methods given to students can be implemented. Therefore, the

application of authentic assessment was a tool for evaluating learning

outcomes. The teacher makes it from the program evaluation and the activities

that performed. In addition, for literature review, the teacher can take the

theory of authentic assessment from the theoretical framework and how to apply

the authentic assessment correctly.

1.6. Definition of Key Terms

The key terms in this research are taken from context and variables on the

research topic. This part helps general readers to understand the intended meaning

of each term used in this research. The key terms include the following description.

1.6.1 Implementation

Implementation is the carrying out, execution, or practice of a plan, a method,

or any design, idea, model, specification, standard or policy for doing

something. Implementation is the action that must follow any preliminary

thinking in order to something actually happen.

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1.6.2 Authentic Assesment

According to Brown (2003: 4) authentic assessment is an ongoing

process that encompasses a much wider domain. It can be in the form of

feedback, comments, questions, confirmations, corrections, quizzes, tests,

etc. Assessment is an integral part of teaching and learning process includes

performance assessment, portfolio, and student self-assessment. Teachers

can measure and assess how far the purpose of the study, that has been

planned, is achieved or applied. It also measures the progress or

development of their program.

1.6.3 Reading Comprehension

Reading comprehension is the ability to read text, process it, and understand

its meaning. It relies on two, interconnected abilities, they are word reading

(being able to decode the symbols on the page) and language comprehension

(being able to understand the meaning of the words and sentences). When we

make sense of a text, however, we do not just remember the exact words and

phrases we read. Rather, we form a mental model of what the text describes

by integrating the sense of the words and sentences into a meaningful whole,

like a film that plays in our head. Good comprehension is vital if reading have

a purpose, if a reader is to engangeing with and learning from a text and, if a

reader is enjoying what they’re reading.

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1.7. Writing Organization

This research proposal is organized into five chapters. Each chapter was

contains a different topic. Chapter I is the introduction. This chapter explains the

background of the research, statements of the problem, the objectives of the

research, the scope and limitation of the research, the significance of the research,

the definition of keyterms and the writing organization. Chapter II describes

theories that are relevant to research in certain parts, namely, theoretical

description, review of related literature and the theoretical framework of the study.

Chapter III explains the methods and design approach of the research, the research

procedure, the research setting, somet echniques of collecting the data, research

instruments, and the techniques of analysing the data. Chapter IV was present

research findings and discussion and then chapter V was provide the conclusion and

suggestions.
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter focuses on review of related literature which consists of some

sub chapter those are theoretical descriptions, a review of previous studies, and a

theoretical framework as the following:

2.1 Theoretical Description

In this section, there are some theories related to this present study, namely

authentic assesment and the reading comprehension. The disccussions is presented

as follows.

2.1.1 Definition of Asesment

The definition of assessment Marhaeni (2017) define about assessment

as a systematic data collection process of student performance, where the data

is used by the teacher to communicate with students, parents, and other interested

parties of their efforts to improve the quality of education. Alen (2004) says that

assessment involves the use of empirica; data on students learning to refine

programs and improve students learning. (Huba and fred 2000) says that

assessment is the process of obtaining data used for decision making regarding

learners, education programs, and educational policies. If its say “accessing

learners” competency. It means gathering information to determine how far a

student has reached a learning target. From the three opinions above, the

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assessment is interpreted the same as evolution and from that can be seen several

main elements that exist in terms of assessment, namely:

1. The assessment is formal it’s means that there is a deliberate attempt to

determine the status of the learner in the variables are in focus

2. Assessment is focused on certain variables, which means there are variations

in learners in terms of abilities, skills, and attitudes.

3. In the assessment there is a decision on regarding the status of the learner,

i.e. the extent the learner has shown progress to achieve the objectives set

and whether a special program is necessary.

[Link] The Definition of Authentic Assessment

Faithful representation the contexts facing workers, on a field study of or in

the real-life “tests” of adult life. The formal options, constraints, and access to

resources are as opposed to arbitrary. In particular, the use of excessive secrecy,

limits on the use of resources rethink, consult, revise, and soon all to make

testing more efficient should be minimized and evaluated. Authentic assessment is

problems or questions that is meaningful and involve students whose use their

knowledge to perform effectively and creatively. Assignments given can be in the

form of replicas or analogies of the problems faced by adults and those who

can be involved in the field. The use of authentic assessment is believed be

able to give students the ability to resolve real issues, and providing opportunities

for students able to think, act, and work systematically Rosendi (2018). Previous

research has also revealed the importance of authentic assessment in reading

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skills. Abidin (2012 : 164 - 178) explained that authentic assessment can be

used to support the success of building students skills in reading comprehension.

Authentic assessment can be useful in determining students reading skills sets.

Masrukhin (2014) added that authentic assessment is the real mirror of the

condition of students learning. Authentic tasks can be a useful top to an instructor.

These tasks can be an assessment to accurately determine the true state of

student learning. Absari, Sudana, and Wendra (2015: 92-103) in their research

showed that the use of authentic assessment can help a teacher understand

students ability to show their understanding. Authentic assessment can also

describe improvements in students‟ learning outcomes observe, question, reason,

try, and communicate.

[Link] The Characteristics of Authentic Assessment

According to Refinaldi, et al. (2017), there are several characteristics of

authentic assessment. Authentic a asessment intended for measuring knowledge

and skills of students, assessing student’s performance with relevant and contextual

tasks and various ways and form of sources .

There are some characteristics of authentic assessment propose by Brown:

1. Require students to perform, create, and produce or do something

2. Use real world context or simulations

3. Non-intrusive in that they extended day classroom activity

4. Allow students to be assessed on what they normally do in class every day

5. Use a task that represents meaningful instructional activities

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6. Focus on process and product

7. Tap into higher thinking and problem solving skill

8. Provide information about weakness and strengths of students.

Thus, authentic assessment can be one solution to assessing activities. Besides,

authentic assessment characteristics. authentic assessment especially in the scoring

system in the 2013 curriculum has characteristics as follows:

a. Complete learning is intended that before students master the competencies

in the categories of knowledge and skills (KI 3 and KI 4), they may not to

do the next work. Assuming completion is that students who learn slowly

need more time for the same material than students with moderate and high

levels of ability.

b. Authentic in the sense that the assessment is carried out in various ways

and holistic criteria (full competence reflects knowledge, skills, attitude) and

emphasis on measuring what students can do. According to Kunandar, that the

characteristics of authentic assessment of aspects of the students condition. In

carrying out authentic assessment, the teacher needs to assess the input (initial

conditions) of students, the process (performance and activities) of students in

teaching and learning process, and output (the results of competency

achievement, both attitudes of knowledge and skills mastered or displayed by

students after following teaching and learning process).

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c. Continuous its mean that the assessment aims to get a complete picture of

the development of student learning outcomes, monitor the process, progress,

and continuous improvement of results in the form of process evaluation, and

various types of tests in a continuous manner.

d. Based on the reference criteria that the assessment, its meant that students

are not compared to the established criteria, such as minimal completeness,

applied by each education unit at the beginning of the school year.

e. The selection of authentic assessment techniques is chosen according to the

characteristics of each competency achieved. Authentic assessment uses a

variety of assessments including written, oral, product, portfolio, performance,

project, observation, self assessment (Kunandar, 2013:42).

[Link] The Types of Authentic Assessment

According to Supardi (2015), based on the regulation of the educational

curriculum by the Ministry of Education and Cultur (Permendikbud), authentic

assessment techniques can be chosen to vary according to the character of

each competency achievement to be achieved, where the selected assessment

techniques can be written, oral, product, portfolio, performance, observation,

and self assessment, as follows:

a. Written Assessment

Written assessment according to Abdul Majid (2009) in line with Kunandar

that written assessment is a test of the form of written material (both questions

and answers). In answering questions students do not always have to respond

 39

with the form of writing an answer sentence but also in coloring, give signs,

draw graphics, and so on.

b. Oral Assessment

Oral tests form that are used to measure the level of achievement of

competencies. Especially, knowledge (cognitive) where the teacher gives

questions directly to students and verbally (oral language) and oral tests

demanding that students give answer verbally. Oral tests are usually carried

out by holding a conversation with students and the tester about the problem

being tested.

c. Product Assessment

Product assessment is one form of assessment that recommended by the

National Education and Development Agency for teachers to use as variation in

assessing students. Suharsimi stated that under the understanding expressed by

the National Education Research Institute, what is meant by product

assessment is an assessment of the manufacturing process and the quality

of product (Suharsimi, 2012 :247).

d. Performance Assessment

Performance assessments carried out when students go through a learning

process and the performance of the process can be seen from the performance

shown.
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e. Observation

Observation assessment is a continuous assessment technique using senses;

both are directly using and indirectly using an observation sheet that contains

several observed behavioral according to the Ministry of Education Culture

and Art in year 2013, performance assessment is assessment which is conducted

by observing students activities in doing something. The assessment is used to

measure the competence which insists a student to perform a certain task: role-

playing, singing, reading poetry, [Link] implementing of performance

assessment should consider the following aspects. Students can perform the

right stages in performing their competence. The aspect that will be measured

should be complete and proper. Teacher should consider the special skills in

finishing the tasks.

f. Portfolio Assessment

Portfolio assessment is a collection of result meaningful student work that shows

the efforts, progress and encouragament of students in one or more fields.

(Sugiyatri, 2000). The portfolio may include samples of students’ works, usually

selected by the students, or by the students and the teacher to represent learning

based on instructional objectives. Portfolio assessment can also be defined as

a continuous assessment process based on a set of information that shows the

development of student’s competence in a certain period (Permendikbud No.

81a Tahun 2013). Portfolio assessment assesses student’s works individually

in a certain time toward a certain subject. At the end of the period, the

students submit the work which will be scored by the teacher. Based on the
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information of the student’s progress, teacher and student do some

improvement. As the result, portfolio can show the student’s progress

through their work such as writing letter, composing poem, or designing an

advertisement. Practically, teacher as the assessor who applies the portfolio

assessment should consider some aspects in implementing this assessment

at school. The work of the portfolio has to be created by the student. The

teacher and students should believe and respect each other so that the

teaching and learning process runs smoothly.

g. Project Assessment

The heterogeneous ability, needs, and interest in a classroom somehow bring

problems for the teacher to decide a task which will fit each of the students in

the classroom. Therefore, a project is considered as an effective way to solve

the problem. In addition, Majid (2014) stated that project assesment is a task that

must be completed within a certain period or period of time. Project requires the

students to do a series of task which will result in specific product or data

Project is believed to be reflecting the learning process. It is not only focus on

the final product but also consider the students effort in developing the product.

A series of work which is being done by the student’s shows a student’s

improvement since it fosters them to develop their skills. Project is not being

done at school. Some projects may result better when it is done outside the

school. This kind of work is known as take home task. Take - home task can be

done by students after they consult to the teacher related to the work they do

(Pavlou, 2003). Students may complete a project on a specific topic and or

 42

exhibit their work. Project can include displays or models of buildings or objects

appropriate to an instructional setting, role-plays, simulation, artistic creation,

video taped segment, charts, graphs, tables,etc. A project may be conducted

individually or in a small group and is often presented through an oral or

written report. Project presented orally can be reviewed by a panel of

judges rating the content presented, its organization and or the language

used. Teachers often ask students to develop a presentation on a particular

historic period and to generate drawing and written product appropriate to the

period. This approach may be effective when English language learners are

taught to communicate step-by-step procedure or project description that is

supported by diagrams.

h. Self Assessment

Self assessment is an evaluation technique where students are asked to assess

themselves regarding the status, process, and level on the achievement of

competencies learned assess themselves, It can consideration for the teacher in

providing value, related to status, process, and level of achievement of

competencies both measuring cognitive, affective, and psychomotor

competencies. According to Burhan Nurgiyantoro (2010), there are many

types of authentic assessment used in the classroom today. Teacher can

select from a number of option to meet specific purposes or adapt approaches to

meet instructional and student’s needs. In addition, a scoring scale used to

assess student performance along a task-specific set of criteria is scored by a

rubric, rating scales, and a checklist (Mueller, 2005). A rubric is a scoring guide
 43

comprising specific pre established performance criteria used in evaluating

student works on authentic assessments (Mertler, 2001). There are two types of

rubrics they are holistic and analytic. An analytical rubric is a criterion-

referenced writing assessment. In other words, a student’s writing is assessed

according to a pre-determined set of criteria. Unlike holistic rubrics, the criteria

in analytical rubrics have been separated into discreet writing tasks.

1) The Authentic Assessment of Cognitive, Affective, and Psychomotor

Aspect

The authentic assessment of cognitive aspect in previous research by

Nurhasanah (2020), in her research, the techniques in cognitive assessment

showed that the authentic assessment techniques on writing were

conducted through the assessment of written tests and assignments.

Following the measurement of student knowledge assessment can be

observed through any form of assessment. Beside that, written tests are

the assessment technique used on cognitive aspects. While multiple

choices, essays, individual, or group assignments, and homework are used

on the skill aspects.

2) The Authentic Assessment of Affective Aspect

In previous research by Kristiawan (2017), the affective assessment

applied by the teacher of Cultural History of Islam available in

spiritual, behavioral competence (KI) and social competence (K2) which

is available in the lesson plan related to application. In social behavior,

 44

the students are ordered to be a discipline for not being late in the learning

process.

3) The Authentic Assessment of Psychomotor Aspect in previous research by

Inayah et al. (2019), skill assessment for observed day, the teacher used

narrating sequences activity. When approaching the skill assessment

session, she asked the students to sit in the group. She gave the students

a series of pictures and some jumbled sentences. They were given ten

minutes to discuss and remember the story. After that, she gave two minutes

for each student to retell the story in front of the class. In this session,

she used the analytical form of a scoring rubric.

2.1.2 The Definition of Reading

The definition of reading according Ugharat and weirt in Wiliam Grabe

(2009:14), stated the reading is the process of receiving interpreting information in

languange from via the medium of print. According to Jhonson (2008:3), reading

is practice of using text to create meaning in-depth. Gilak Jani and Ahmadi (2011)

stated that the main goal of reading is to gain the correct message from a text that

the writer intended for the reader to receive.

Wolley (2011) states that, reading is processed to make the meaning of

the text and get an understanding which intact from what of the description in

text. In this language aspect, the students learn to analyze and understand the

purpose from words, sentence, and all the content of text. By reading, the

students not only improve their understandings about text but also their
 45

vocabulary mastery’s. Brassel (2008) he argued that the understanding reading

is interesting information ability from written text and so certain to show the

knowledge or the understanding from information that get. The understanding

occurs if the reader can do a certain, responsive or transformed the information

which presented in a written to show the understanding. Duke et al. (2011)

they state that, the activity of reading can be a productive approach to improve

the vocabulary and the performance word student’s. However, the students begin

to learn and to read.

[Link] Types (Genres) of Reading

According to Brown (2004), each type or genre of written text has its own

set of governing rules and conventions. A reader must be able to expect those

conventions process meaning efficiently. With an extraordinary number of genres

present in any literate culture, the reader’s ability to process texts must be

sophisticated. Consider the following bridge list of common genres, which

ultimately form part of the specifications for assessment of reading ability.

1. Academic reading

1) General interest articles (in magazines, newspapers, etc.)

2) Technical reports (e.g. lab reports,) professional journal articles

3) Reference material (dictionaries, etc.)

4) Textbooks, theses
 46

2. Job-related reading

1) Letters/emails.

2) Reports (e.g., job evaluations, project reports)

3) Schedules, labels, signs, announcements.

4) Forms, applications. (e.g Questionnaires)

5) Financial documents (bills, invoices, etc.)

6) Directories (e.g. telephone, office, etc.)

3. Personal reading

1) Newspapers and magazines.

2) Letter, emails, greeting cards, invitations.

3) Recipes, menus, maps, calendars.

4) Financial documents (e.g., checks, tax forms, loan applications).

5) Forms, questionnaires, medical reports, immigration documents (e,[Link]

strips, cartoons.)

Reading types of performance according to Brown (2004), with reading,

variety of performance is derived more from the multiplicity of types of texts

(the gen res listed above) than from a variety of overt types of performance. For

considering assessment procedures, several types of reading performance are

typically identified, and these will serve as organizers of various assessment tasks.
 47

[Link] The Definition of Reading Comprehension

According to Aprilia (2015), different from reading, reading

comprehension has a deeper meaning to elaborate. There are many definitions

of reading comprehension accepted from some writers. According to Klingner

(2007:2), reading comprehension is constructing meaning by coordinating

several complex processes including word reading, word and knowledge, and

fluency. It refers to the ability interpreting the words, understanding the

meaning, and the relationships between ideas conveyed in a text. Furthermore,

he summarized reading comprehension instruction for the teacher as following

a three step procedure: mentioning, practicing, and assessing. Teachers mention

the skills that the students want to use, and then they give them opportunities to

practice those skills through workbooks or worksheet, and finally assess whether

they use the skill successfully. Reading comprehension and reading proficiency

equally depends on two critical skills such as language comprehension which

is the ability to construct meaning from the text is written and, decoding which

is the ability to recognize and to process words in the text. Both language

comprehension and decoding are necessary for reading comprehension.

Students who readily understand spoken language and who can fluently and

easily recognize printed words do not have problems with reading

comprehension. However, students must be proficient in both domains well.

Difficulty with either language comprehension or decoding will cause poor

reading comprehension According to Kasim and Raisha (2017), in the literature,

 48

reading comprehension has been defined in several different ways by various

reading comprehension

[Link] Micro and Macro skills for Reading Comprehension

According to Brown (2004), skills and strategies for accomplishing

reading emerge as a crucial consideration in the assessment of reading ability. The

micro and macro skills represent the spectrum of possibilities for objectives in the

assessment of reading comprehension.

a. Micro skills:

1) Discriminate among the distinctive graphemes and orthographic patterns

of English

2) Retain chunks of language of different lengths in short-term memory.

3) Process writing an efficient rate of speed to suit the purpose.

4) Recognize a core of words and interpret word order patterns and their

significance.

5) Recognize cohesive devices in written discourse and their role in signaling

the relationship between and among clauses.

b. Macro skills:

1) Recognize the rhetorical forms of written discourse and their significance

for interpretation.

2) Recognize the communicative functions of written texts, according to form

and purpose.

3) Infer context that is not explicit by using background knowledge.

 49

4) From described events, ideas, etc., infer links, and connections between

events, deduce causes and effects, and detect such relations as main

idea, supporting idea, new information, gives information, generalization,

and exemplification.

5) Distinguish between literal and implied meanings.

6) Detect culturally specific references and interpret them in the appropriate

cultural schemata.

7) Develop and use a battery reading strategies, such as scanning and skimming,

detectin discourse markers, guessing the meaning of words from context, and

activating schemata to interpreting of texts.

[Link] Teaching Reading Comprehension

In teaching reading comprehension, the teacher needs some strategies

to make the students comprehend the reading text. According to Brown (2001), for

most second language learners who are already literate in a previous language,

reading comprehension is primarily a matter of developing appropriate,

efficient, comprehension strategies. Some strategies are elated to bottom-up

procedures, and others enhance the topdown processes identify the purpose in

reading. Efficient reading comprises identifying the purpose in reading something.

By doing, you know what you’re looking for and can eliminate potential

distract in information. Whenever you are teaching a reading technique, make sure

students know their purpose in read text.

[Link] Designing Authentic Assessment For Reading Comprehension

 50

In previous research by Mutmainah (2017), based on the teacher’s

statements, all the teachers had similar perceptions on preference of authentic

assessment techniques. For assessing student’s knowledge. All the participants

preferred to use written test (multiple-choice and essay). Most of them

considered that they needed to train the students to respond the test using this

technique for preparing them face high -stake tests such as semester and final

examination. According to Brown (2004), at the beginning level or reading a

second language lies a set of tasks that are fundamental and basic recognition

of alphabetic symbols, capitalized, and lowercase, letter, punctuation, words,

and grapheme-phoneme correspondences. Such tasks of perception are often

referred to as literally tasks, implying that the learner is in the early stages

becoming “literate”. Some learners are already literate in their own native

language but in other cases the second language may be the first language that

they have ever learned to read. Assessment of basic reading skills may be carried

out in some number of different ways.

a. Perceptive reading

1) Reading Aloud

According to Brown (2004), the test taker sees separate letters, words, and

short sentences and reads them aloud, one by one, in the presence of

administer. Since the assessment is reading comprehension, any recognizable

oral approximation of the response is considered correct.

2) Multiple-Choice
 51

According to Brown (2004), multiple-choice responses are not only a

matter of choosing one of four or five possible answers. Other formats,

some of which are especially useful at the low levels of reading, include

same/different, circle the answer, true/false, choose the letter, and matching.

b. Selective Reading

1) Multiple-Choice (Form-Focused Criteria)

According to Brown (2004), by far the most popular method of testing a

reading knowledge of vocabulary and grammar is the multiple-choice format,

mainly for reasons of practicality it is easy to administer and can be

scored quickly. The most straight forward multiple-choice items may have

little context but might serve as a vocabulary or grammar check.

2) Matching Tasks

According to Brown (2004), at this selective level of reading, the test-

taker’s task is simply to respond correctly, which makes matching an

appropriate format. The most frequently appearing criteria matching

procedures is vocabulary.

3) Editing Tasks

According to Brown (2004), editing for grammatical or rhetorical errors

is a widely used test method for assessing linguistic competence in

reading.

4) Gap-Filling Tasks

According to Brown (2004), many of the multiple-choice tasks described

above can be converted into gap filling or fill in the blank items in which
 52

the test-taker’s response is to write a word or phrase. An extension of

simple gap-filling is to create sentence completion items where test-taker’s

read part of sentence and then complete it by writing a phrase.

c. Interactive Reading

1) Cloze Tasks

According to Brown (2004), the word cloze was coined by educational

psychologists to capture the Gestlat psychological concept of “closure”

that is, the ability to fill in gaps in an in complete image (visual, auditory,

or cognitive) and supply (from background schemata) omitted details.

2) Short-Answer Tasks

According to Brown (2004), multiple–choice items are difficult to

construct and validate, and classroom teachers rarely have time in their

busy schedules to design such a test. A popular alternative to multiple-choice

questions reading passages is the age old short answer format. A reading

passage is presented and the test taker reads questions that must be

answered in a sentence or two.

3) Scanning

According to Brown (2004), scanning is a strategy used by all readers to

find relevant information in a text. Assessment of scanning is carried out

by presenting test takers with a text (prose or something in a chart or graph

format) and requiring rapid identification or relevant information.

d. Extensive Reading

1) Skimming Tasks
 53

According to Brown (2004), skimming is the process of rapid coverage of

reading matter to determine its main idea. It is a prediction strategy used to

give a reader a sense of the topic and purpose of a text, the organization of

the text, the perspective or point of view of the writer, its easy or

difficult, and/or its usefulness to the reader. Skimming can apply to texts

of less than one page, so it would be wise not to confine this type of tasks

just too extensive texts.

[Link] The Types of Authentic Assessment Implemented by the Teacher

Various kinds of authentic assessment are available the teachers can

practice some of it. It depends on the teacher itself. Story telling is used to get the

literal meaning what is the text says. It is what happens in the story oral interview

is used to evaluate meaning by telling the readers about the information

outside the text, so the readers should analyze what is being read. The readers

must form the opinion base on the information, then they should make\ do an

evaluation that support with the evidences on a text.

[Link] The Difficulties on Implementing Authentic Assessment

All things are never away from problems. Some obstacles may occur during

the assessment. All respondents agree that they have ever had several problems

during the authentic assessment. Some of them claimed that scoring and making

the evaluation criteria sometimes confusing them. Another said that the

problems often occur in authentic assessment when there is inappropriateness of

assessment being used and the material during the instruction or unit. Thus, those

problems often occur when teachers assess a student’s ability. One respondent
 54

said that the effect of the wash back is sometimes confusing the teachers. Teachers

should be creative as possible to make students aware of the importance of

the whole aspects (learning goal, instruction, and assessment)

2.2 Review of Previous studies

In this research, the writer reviews some previous studies as the following.

The first a research journal proceeding is the Journal of Education and Human

Development in 2018 entitled “The Application of Authentic Assessment for

Students Writing Skill written by Natalia, Devia E. et al. The findings show that

the teacher has been implemented authentic assessment for writing skill. The

teacher used several techniques and instruments in applying authentic

assessment for students writing skill (a) attitude assessment (observation and

journal), (b) knowledge assessment (written test and assignment), and (c) skill

assessments (project and product assessment). The similarity between this

research and her research is on independent variable and the difference is focus on

student’s writing skill.

The second research was conducted by Hasna Addin A’ F (2017), student

of English Education Department, Islamic Education and Teacher Training

Faculty, State Islamic Institute of Surakarta. Under the title “The Implementation

of Authentic Assessment Skills by English Teachers in English Instruction

based on Curriculum 2013 in the Academic Year of 2016/2017. The research

finding is the authentic assessment is implemented through performance

assessment for speaking and portfolio for writing. The similarity between this
 55

research is on independent variable and the difference of this research is

about English skill that will measure are speaking and writing skill.

The third research was conducted by Abdulloh (2016), student of English

Language Education Department, Faculty of Teacher Training and Education,

University of Muhammadiyah Malang entitled “An Analysis of Authentic

Assessment in 2013 Curriculum Used by the English Teacher at SMA Negeri 4

Malang in the Academic year of 2016/2017. The results reflected that the English

teacher applied the authentic assessment by following four procedures were in

line with the explanation from Majid (2014) and Mueller (2013). The similarity

between this research and his research is on independent variable and the difference

is about the way researcher does the research by an analysis and in this research

is about the implementation. The differences between my research and previous

study is that my research focuses on reading comprehension for eleventh grade

students of Senior High School of Sint. Peter Kewapante using authentic assesment

by English teacher.

2.3 Theoretical Framework

Teaching a language consists of learning techniques and language elements.

Techniques of Authentic assessment is one of the most practical methods of course

evaluation. Unlike theoretical evaluation, authentic assessment gets the students

involved in practical situations where they apply what they have learned during the

course or program to solve a problem. For teachers and instructors, this evaluation

method is highly effective. Authentic assessment does not ask the students to

memorize and express theoretical information. It takes the learning process to a

 56

realistic context where knowledge is all about performance. Understanding

authentic assessment methods for classroom learning can help assess student’s

abilities effectively, and provide better support for them as they learn.

Figure 2.1 Theoritical Framework

The Implementation of Authentic Assesment on Reading Comprehension

The Implementation of Authentic Assesment in Asessing Students Reading

Comprehension

Steps in assessing
Types of Authentic Teacher problem in
students reading skills
Assement in asses impelenting
using Authentic
students reading skills Authentic Assement
Assement

• Burdening teacher
• Oral interview hours
• Identification of • Lack of support from
• Story or text retell
Assement Object the school
• Writing examples
• Collection of • Administration and
• Project exhibitions
evidence parents
• Construct response
• Phrases to be used as • Lack of training in
item
key answer Auhtentic Assement
• Teacher of
• Analysis of evidence • Overhelming
observation
• Making decision documentation
• Portofolios
CHAPTER III • Too many school
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, research setting, research subject

research procedures, research instrument, the technique of data collection, and the

technique of data analysis.

3.1 Research Design

In this research, the writer was used descriptive qualitative research. It

contains description and information about the implementation of authentic

assessment on reading comprehension by English teacher at the eleventh grade of

Catholic Senior High School of Sint. Peter Kewapante. According to Neumann

(2014), descriptive research presents a picture of the specific details of a

situation, social setting, or relationship. A descriptive research study starts with

a well defined issue or question and tries to describe it accurately. The study’s

outcome is a detailed picture of the issue or answer to the research question.

According to Alison and Susan (2005), the term qualitative research is associated

with a range of different methods, perspectives, and approaches.

For the purposes of this chapter, to present a general definition of qualitative

research in the second language field and to outline several of its key characteristics.

Briefly defined, the term of qualitative research can be taken refer to research that

is based on descriptive data that does not make (regular use of statistical

procedures). In this research, the researcher observed how the implementation

34
 35

of authentic assessment in reading comprehension. After that, the researcher

described and analysed about the implementation of authentic assessment in

reading comprehension. In conclusion, the researcher used qualitative research

because the data contains of explanation, description, and the interpretation about

the implementation of authentic assessment on reading comprehension by English

teacher at the eleventh grade of Catholic Senior High School of Sint. Peter

Kewapante in the academic year of 2023/2024.

3.2. Research Setting

This research was conducted at the eleventh-grade of Sint. Peter Kewapante

Catholic Senior High School in Wairwerut-Wolonbue Street, Kewapante Sub-

district, Sikka Regency it was conducted for a month started from 28 February until

28 March 2024.

3.3. Research Subjects

The subjects of this research are

3.2.1 English teacher of Sint. Peter Kewapante Catholic Senior High school

3.3.1 Students of eleventh grade of Sint. Peter Kewapante Catholic Senior High

school
 36

3.4. Research Procedure

According to Ary (2010) procedure is the section explained about overall

descriptive qualitative research that is done in the reserach. This part will show the

way of gaining information and gathering the data. The methods that are used in

collecting the data are document analysis and interview. The steps that are used as

the following:

1. choosing and collecting the document that is used for interviewing

2. arranging an appoiment with the subject

3. preparing interview items such as notebook, pen, and recorder

4. using an interview protocol:

• starting and opening conversation before asking the questions point

(greeting)

• asking about the question that are related to the research

5. Taking notes and recording the respondent answers

6. Re-checking the notes

7. Writting the answers for documentation

3.5. Data Collection Technique

Technique of collecting data is the principle of way in research because the main

purpose is getting the data. Here is the data collection techniques trough with the

research instruments used in this researchs:

 37

1. Observation

According to Creswell (2009), qualitative observations are those in which the

researcher takes field notes on the behaviour and activities of individuals

at the research site. In these field notes, the researcher records in an unstructured

or semi-structured way (using some prior questions), and activities at the

research site. Qualitative observers may also engage in roles varying form

a non-participant to a complete participant. According to Nicholas (2014),

observation is a basic data collecting activity for many branches of research,

particularly the natural and technical sciences, for examples, observing the result

of experiments, the behaviour of models, the appearance of materials, plants, and

animals. It is also useful in the social sciences, where people and their activities

are studied. According to Alison and Susan (2005), observation usually refers

to methods of generating data which involve the researcher immersing (him

or herself) in a research setting, and systematically observing dimensions

of that setting, interactions, relationships, actions, events, and so on, within it.

When collecting data using techniques, writer was provide careful

descriptions of learner’s activities without influencing the events in which

learners are engaged. The data are often collected through some combination

of field notes (which can involve detailed impressions of the writer

intuitions, impressions, and even questions as they emerge), and audio or visual

recording. In observation activities, the researcher only observes and monitors

the teaching and learning which is done by the English teacher and his

student’s. of Sint. Peter Kewapante Catholic Senior High School Research

 38

instrument that used in the observation is field note which is the researcher

will make notes all the process and learning activities that teacher and

students do.

2. Interview

According to Creswell (2009), in qualitative interviews, the researcher

conducts face-to-face interviews with participants. These interviews involve

unstructured and open ended question and intended to elicit views and opinions

from the participants. According to Neuman (2014), the interview is a short

term, secondary social interaction between two strangers with the explicit

purpose of one person getting specific information from the other. As supporting

data, the researcher also did an interview with the English teacher and the

students about implementing of authentic assessment in reading

comprehension. Research instrument is written for interview. In this research,

the purpose of the interview is to analyze how the teacher conduct the

authentic assessment in reading comprehension and how the students gives

the response and the authentic assessment in reading comprehension that the

teacher apply in English classroom. The instrument of the interview that was

be used in this research is the structured interview. The structured interview

which is the content and procedures are organized in advance. This means

that the sequence and word of the questions are determined by means

schedule and interviewer is left little freedom to make modifications.

3. Documentation
 39

According to Sugiono (2017), documentation is a record of past events.

Documents can be in the form of writing, pictures, or monumental works from

someone. Documentation in the form of writing are diaries, life histories,

stories, biographies, regulations, policies. Documents in the form of images are

photos, love images, sketches, and others. According to Creswell (2009), during

the process of research, the investigator may collect qualitative documents.

These may be public documents (e.g., newspapers, minutes of meetings,

official reports) or private documents (e.g.,personal journals and diaries, letters,

e-mail). Based on the explanation above, the writer was took the data

documentation from this school as follows, the process of the

implementation of authentic assessment in reading comprehension. These data

relatively easy to obtain because the data is usually stored well in school. The

values can be used as an additional data to support other data obtained through

observation and interview.

3.6. Research Instruments

The research instrument was observation, interview guidline, and

documentation.

1. Observation Sheet

Instrument used in observation is observation sheet. It used some information

about authentic assesment on reading comprehension by English teacher.

Observation sheet aims to collect data.

2. Interview Guidline
 40

Interview is a kind of dialogue which is done by an interviewer to get some

information from an interviewer. The interview used semi structured interview

which is done in a face to face format used a standard set of question to obtain

data that can be aggregated because identical questions have been asked of each

teachers and students. The questions is open ended which enable the respondent

to convey their own personal point of view about authentic assesment on reading

comprehension by English teacher.

3 Documentation

Another data gathering technique use in this study is document analysis. This

technique was used to verify and enhance data from interviews. The writer used

observation and teacher interviews.

3.7. Data Analysis Technique

According to Sugiono (2017), data analysis in qualitative is carried out

when the data collection takes place, and after the data collection is completed

within a certain period. There was be an interview to get answers from the English

teacher. Then, the writer was analyze the answers from the interview. If the

answers are not satisfy, then the writer will continue the question again, to a

certain extent, got data that is credible. In analyzing data, the writer used the

following procedures, namely reducing data, data display, and conclusion

drawing/verification.
 41

1. Reducing Data

The data got from the field is quite a lot. It needed to be recorded carefully

and in detail. It is necessary to analyze data through reducing data. Reducing

data means summarizing, choosing the main points, focusing on the

important things, looking for themes and patterns, and removing

unnecessary. Thus the reduced data was provide a clear picture and make

it easier for was to do further data collection and search for it if

needed. Reduction can be helped with electronic equipment such as

mini computers, by providing codes on certain aspects.

2. Data Display

After the data has been reduced, the next step is to display the data. Through

the presentation of these data, the data is organized, arranged in a

relationship pattern, so it will be more understood easily. In qualitative

research, the presentation of the data can be done in the form of brief

descriptions, sections, relationships between categories flowcharts and

others.

3. Conclusion Drawing/Verification

The third step in qualitative data analysis according to Miles and Huberman

is drawing conclusion and verification. The initial conclusions put forward

are still temporary and will change if no strong evidence is found to support

the next of data collection but if the conclusion raised at an early stage,

supported by valid and consistent evidence when the researcher returns

to the field to collect data, the conclusion put forward are credible
 42

conclusion. Thus the conclusions in qualitative research may answer the

problem formulation that is planned from the beginning but maybe not

because as has been stated the problems and problem formulation in

qualitative research are still temporary and will develop after researching

the field.
 BAB IV

RESEARCH FINDINGS AND DISCUSIONS

In this chapter, the researcher presents research findings and discussions.

The research findings focuses on elaborating the findings related to the reserach

question coming from observation, interview, and documentation. Then discussions

is the result of research which analyzed deeper by connecting it againts theories and

previous studies.

4.1 Research Findings

The research findings is focussed on answer the research questions namely

how is the implementation of authentic assessment on reading comprehension by

English teacher at the eleventh-grade of Sint. Peter Kewapante Catholic Senior

High school in the academic year of 2023/2024 and what types of authentic

assessment by English teacher. The description can be seen as following:

4.1.1 The Implementation of Authentic Assesment on Reading

Comprehension by English Teacher at Sint. Peter Kewapante Senior
High School in the Academic Year of 2023/2024

The implementation of authentic assessment is considered as an important

thing by the teachers to upgrade the students ability in acquiring English especially

on reading comprehension skill. [Link] as English teacher of Sint. Peter

Kewapante Catholic Senior High School argued that:

“Penilaian autentik dalam reading comprehension itu yaa intinya

bagaimana kita memposisikan siswa sebagai pusat pembelajaran yang aktif.
Mereka bisa belajar sendiri, mereka bisa memahami materi sendiri sesuai yang
terkandung di teks. Guru disini cuma mengawasi, mengulas kembali, serta menguji

43
 44

apa yang sudah mereka pelajari. Ya intinya kita itu mengeluarkan kemampuan
siswa dalam memahami isi teks yang disajikan”. (statement 1)

Authentic assessment on reading comprehension means how could position

of students as the active learning center. They could learned independently by

themselves, so they could understand material independently as included into the

text. Here, teacher just observes, reviews, and tests what they have learnt. The main

point is that we tried to bring out the students ability in understanding text contents

that have presented by yet.

Moreover, Mrs. Telda also describe the similar purpose of authentic

assessment on reading comprehension she stated that:

“Ohh, untuk reading comprehension jadi, penilaian otentik dalam reading

comprehension itu tujuannya adalah menjadikan siswa itu sebagai pembelajar aktif
atau students centered learning. Di sini mereka saya latih untuk bagaimana cara
memahami suatu teks bacaan sehingga mereka mengerti isi dari bacaan tersebut.
Seperti main ideanya, trus supporting statementnya apa. Itu mereka harus paham
ya. Semakin mereka terlatih maka mereka akan semakin terbiasa dan lebih peka
terhadap apa yang mereka baca. Ya intinya terasah pemikirannya”. (statement 2)

Ohh, for reading comprehension, right? So, authentic assessment for

reading comprehension has the purpose to position students as active learner or

students centred learning. Here, I trained them to practice how to comprehend the

reading text, then they could know the message on it such as identifying main idea

and supporting statements. They must understand literally. If they were trained well

so they would be responsive and adaptive towards what they read. The point was

their thinking were be sharpened.

 45

The English teacher applied authentic assessment on reading

comprehension to students she stated that:

“Ya, biar siswa itu benar benar lebih memahami materi reading text yang
saya berikan selain itu kan saya bisa mengevaluasi apa yang kurang dari siswa
terus nanti bisa saya upgrade apa yang kurang itu”. (statement 3)

of course, it aims to make students more understand about text material I

gave. besides, I could evaluate the lack of parts that students face, later on I could

upgrade those parts.

Most of the students did not understand on reading comprehension in

authentic assessment she stated that:

“Yah seperti yang kita tahu. Kebanyakan dari anak-anak ini memang kurang
menguasai bahasa Inggris apalagi kosakatanya. Jadi apa yang saya jelaskan
kadang mereka tidak tahu. Untuk reading comprehension saja, saya sering
menggunakan bahasa Indonesia dalam menjelaskan biar mereka mengerti dulu.
lalu grammar juga ajarkan berulang-ulang. selanjutnya mereka bisa menggunakan
kamus untuk mengartikan makna kata yang tidak mereka pahami. Ya intinya agak
lamban. Tapi saya tetap mensupport mereka supaya semangat belajar”.(statement
4)

As we know, most of the students were actually less in English skill

especially vocabulary mastery. So what I taught sometimes they cannot understand

well For reading comprehension, I often used Indonesian so they could know

easier. Then, I gave grammar lesson continually. They could used dictionary later

to explore the meaning of vocabulary that they did not know The serious thing was

that they was very slow in acquiring English skill. But I kept to support them in

order to gave motivation.

 46

How did the English Teacher Overcome difficulties in reading

comprehension she stated that:

“Saya menggunakan media pembelajaran yang menarik, memberikan

tugas, dan latihan-latihan agar siswa mau belajar secara mandiri, mengarahkan
siswa untuk belajar secara berkelompok, dan menggunakan membiasakan siswa
untuk menghapal kosakata baru setiap kali pelajaran karena kita tahu banyak
siswa yang belum mengerti artinya”. (statement 5)

I used interested teaching media, gave assignments, and exercises. so that

students wanted to learned independently, directed students to studied in groups,

and accustomed students to memorized new vocabulary every lesson because we

know that many students did not understand the meaning.

I often applied oral interview, text retelling what they learnt, responding the

questions that I provide and portfolio assignments that they have submitted.

“Kalau saya biasanya menanyakan langsung ke siswanya tentang apa

yang mereka tangkap dari teks yang mereka baca ya semacam tanya jawab lah.
Kemudian saya ajak bahas soal bersama-sama biar mereka paham. Kan intinya
reading comprehension itu mereka mengerti ide ide yang ada dalam teks pas di
akhir biasanya saya beri penugasan yang kemudian mereka kumpulkan ke saya”.
(statement 6)

For me, I usually asked students directly about what they catch from the text

that they have read, it’s like question answer. Then I tried to discuss the tasks

together so they could be more understood. At the end, I usually give assignments

that should be submitted to me then.

The English teacher of Sint. Peter Kewapante still keep applying authentic

assessment on reading comprehension. she stated that:

 47

“saya itu sering menggunakan penilaian tanya jawab secara oral,

menceritakan kembali teks yang sudah mereka pahami, mengajak siswa untuk
merespon soal-soal yang saya sajikan, serta portofolio atau tugas-tugas mereka
yang sudah dikumpulkan”. (statement 7)

I often applied oral interview, text retelling what they learnt, responding the

questions that I provide and portfolio assignments that they have submitted.

4.1.2. Types of authentic assesment by English teacher on reading

comprehension at eleventh-grade of Sint. Peter Kewapante Senior High
School in the academic year of 2023/2024

Based on the result of the interview above, there are several types of authentic

assessment used in reading comprehension at eleventh-grade of Sint. Peter

Kewapante Senior High School especially in social science class namely oral

interview, text retelling, and portfolio. The explanation can be seen as following:

1. Oral Interview

The first type of authentic assessment on reading comprehension applied by

the teacher is oral interview. This assessment refers a discussion setting among

students and the teacher. It indicates several activities such as giving information,

offering opinion, and sharing knowledge. They provided some question to attract

the interest and activeness of students. Mrs Telda as English teacher of Sint. Peter

Kewapante Catholic Senior High School argued that:

Ya, saya biasanya menanyakan secara lisan di kelas secara individu

maupun secara bersama-sama siswa lain tujuannya untuk mengetahui apakah
mereka itu sudah paham dengan apa yang saya jelaskan terkait materi reading text.
(statement 8)
 48

of course, I usually asked orally to students individually in class or together

with the member of class. Its purpose to check up whether they have understood or

not about reading text materials.

of course, I usually asked orally to student individually or together with the

member of class. Its purpose is to check up whether they have understood or not

about reading text materials.

Based on the result of the interview above, the teacher looked do oral

interview in class room. She claimed that oral interview can strengthen the

understanding of her students against the text. Mrs Telda also confessed that she

applied oral interview frequently in implementing authentic assessment on reading

comprehension in her class. He stated that:

“Seperti yang saya bilang tadi, saya tanya jawab dengan siswanya
langsung secara individu meskipun tidak semua ya”. (statement 9)
As I said before, I applied question answer directly with students individually

although it couldn’t be for all.

Based on the result of the interview above, the teacher applied oral interview

learning in class although this assessment just addressed to several students because

the limited time and opportunities. Mainly, this oral interview implementation tried

to know how far the students could comprehend the message of texts. She claimed

that oral interview can strengthen the understanding of her students implementing

authentic assessment on reading comprehension in her class. she stated that:

“Seperti yang saya bilang tadi, saya tanya jawab dengan siswanya
langsung secara individu meskipun tidak semua ya (statement 10)
 49

As I said before, I applied question answer directly with students individually

although it couldn’t be for all.

Based on the result of the interview above, the teacher applied oral interview

in learning class although this assessment just addressed to several students because

the limited time and opportunities. Mainly, this oral interview tried to know how

far the students could comprehend the message of texts. The teacher

proved that oral interview can be applied as well as in real classroom. The result of

the observation below was being a proof of its application:

Placed: Sint. Peter Kewapante Catholic Senior High School

Date: Monday, March 18th , 2024

The teacher explained the characteristics of the explanation text on a text

entitled “Tsunami”. When the teacher explained the material in class, many

students wrote note of the important points and told students how to identify

explanation text. In the presentation activity, the teacher gave completely

description of the material and students seemed enthusiastic in following it. In the

middle of the presentation session, the teacher gave several questions orally related

to the material that had been delivered and started to ask every students randomly.

The situation was looked that students tried to answer the question. Based on the

result of the observation above, the teacher tried to asked students related to the

generic structure of an explanation text entitled “Tsunami” which it has been

provided by her to students. She asked orally for the students that attended on its

meeting randomly. The example of question such as “what is tsunami?”, “where

 50

does tsunami come from?”, “what are the potentially causes of tsunami?” “How is

the process of tsunami”, “why is tsunami considered as great and terrible disaster?”.

This act aimed to know how far they could catch the explanation text characteristic

so they could identify easier the idea included on it. Besides that, the researcher also

provided the proof of oral interview applied by the teacher on the figure below:

Figure 4.1.2. Oral Interview in the Class Room

Based on the figure above, the teacher could handle the students who asked

about the tsunami. She could manage the class well could be run conductively. For

the students who didn’t understood the material, they could asked the teacher

directly by raising hand so the teacher could respond quickly. From the whole of

explanation above, the researcher concluded that the English teacher of Sint. Peter

Catholic Senior High School have applied oral interview as one of authentic

assessment types applied on reading comprehension for her students.

2. Text Retelling

The second type of authentic assessment on reading comprehension

applied by the teacher was text retelling. This assessment described some activities
 51

its like the students reading the text and then retelling main ideas or selected details.

The information or performance of individual students were collected and noted by

the teachers. In this application, the students responded verbally and it could be

rank on how they describe the event of text and or their language proficiency. The

teachers or students could ask questions each other even all of them could

participate to text retelling to share the main idea of the text that they read.

Regarding to text retelling as authentic assessment on reading comprehension, Mrs.

Telda as English teacher of Sint. Peter Kewapante Catholic Senior High School

argued that:

Ya dalam penilaian ini, saya menyuruh siswa membaca kemudian

menceritakan kembali ide-ide utama atau informasi detail yang ada di bacaan.
Harapan saya mereka mampu menyerap isi teks” (statement 11)

(Yes I do, in this assessment, I command students to read first then retelling

the main idea or the whole of information from the text. I expect that they can absorb

the contents of the text) .

Based on the result of interview above, the teacher tried to practice the

students through text retelling in comprehending text that they read by finding main

idea or important information on it. By the way, the students could upgrade their

understanding English texts well and able to identify its text purpose. Contrastly,

Mrs. Telda felt text retelling did not need to do in implementing authentic

assessment on reading comprehension in her class. She stated that:

“Kayaknya tidak saya cuma tanya-tanya saja ke siswa apa yang mereka
ketahui tentang apa yang mereka baca kan. Saya cek mereka ini baca apa tidak”
(statement 12)
 52

(I don’t think so, I only asked for students about what they have known

about the material they have read. I only check whether they have read or not yet).

Based on the result of interview above, the teacher did not reflect to practice

the students through text retelling. It seems that she just asked questions related to

the text without commanding students to retell the text. She only wanted to know

the students’ understanding. Moreover, the proof of text retelling implementation

could be seen on the result of observation below:

Placed : Sint. Peter Kewapante Catholic Senior High School

Date : Wednesday, March 27th,2024

In this section, the teacher asked about the task commanded in the previous

meeting, namely making an explanation text. The teacher appointed several

students to tell or read the text they had made. After that, the teacher asked questions

related to the student text completely. It was about five until six questions. If they

could answer correctly, the teacher would give additional points. From the result of

the observation above, the teacher commanded several students to tell the text what

they have made. Then she asked several questions to examine the students’

comprehension of the text. There was an interesting thing discussion in class which

the teacher tried to motivate their students by additional score for its efforts in

understanding explanation text. From the whole of explanation above, the

researcher conclude that Mrs. Telda as English teacher of Sint. Peter Kewapante

Catholic Senior High School had applied text retelling to upgrade the reading

comprehension ability for the students.

 53

3. Portfolio

The three types of authentic assessment on reading comprehension applied by

the teachers were portfolio. This assessment indicates a powerful collection of

students work which intended to show the progress in certain time. Portfolio

includes samples of works representing learning based on instructional objective.

Related to the issue of portfolio as authentic assessment on reading comprehension,

[Link] argued that:

“Iya jelas Portofolio ini kan sebagai bukti siswa telah melakukan
penugasan. Ini saya kumpulkan semua buat nilai mereka kan”. (statement 13)
Of course, This portfolio is as students proof which they have finished

assignment. I collected those files to be processed as their individual score.

Based on the interview above, it can be seen that the teacher usually applied

portfolio by submitting the students work compilation which assessed so it can be

accumulated into the students score. It was reasonable to do because the teacher

needed to observe the students’ ability progress individually. Even, he could know

students who have not submitted the assignment. Thus, this assessment is

recommended to do by every teacher.

In addition, [Link] as English teacher of Sint. Peter Catholic Senior

High School stated that:

“Ya saya menggunakan portofolio, menurut saya itu adalah cara yang tepat
untuk melihat perkembangan siswa secara menyeluruh dan berkala. Jadi semua
tugas yang dikumpulkan siswa itu bisa jadi portofolio”(statement 14)
Yes, I do. I applied portfolio. I thought that it’s the right way to saw students

whole and continual progress. So, all of the collected tasks by students could be a

portfolio.
 54

From the interview above, the teacher claimed that she applied portfolio as

authentic assessment on reading comprehension. This assessment was considered

as appropriate way to observed and checked the students progress in accepted

learned. The tasks and exercises submitted by students could be a portfolio for the

teacher. Beside, the teacher always commanded students to practice homeworks or

tasks in every session. It could be seen on the result of observation below:

The researcher assumed that [Link] as English teacher of Sint. Peter

Catholic Senior High School has applied portfolio as authentic assessment on

reading comprehension for the students. Thus, there were three types of authentic

assessment applied by the teacher in reading comprehension at eleventh-grade

students in Sint. Peter Kewapante especially in social science class namely oral

interview, text retelling, and portfolio.

 55

4.2 Disscussion

Based on the interview with the English teacher of Sint. Peter Catholic

Senior High School that they applied authentic assessment on reading

comprehension by optimizing the students as the centre of learning which they

were focused on be practiced in understood the text context and the idea on it. It

is in line with the O’Malley & Pierce (1996) defined that authentic assessment

looked like some form of assessment reflecting students learning,

achievement, motivation, and attitudes towards instructional activities in the

classroom. Moreover, this implementation of authentic assessment on reading

comprehension was conducted by the teacher during learning activity in class. It

was following with the result of Susani’s study (2018) which presented that the

implication of authentic assessment on reading comprehension could provide

several benefits such as identify the direct measurement of expected competence

indicators of students performances, encouraged students to demonstrate a

performance in a real and meaningful situation, provided opportunity for students

to construct their learning outcomes by selecting, and compiling answers based on

their knowledge and the situational analysis. so, the answers were relevant and

meaningful and integrated teached learned and assessment activities Based on the

result of interview, observation, and documentation.

4.1.1 The Implementation of Authentic Assesment on Reading

Comprehension by English Teacher at Sint. Peter Kewapante Senior
High School in the Academic Year of 2023/2024
 56

This studied aimed to described how the implementation of authentic

asesment on reading comprehension by English teacher at the eleventh-grade

students. Sint. Peter kewapante is one of the schools that implemented an

assessment based on the 2013 curriculum. From the resulted of the research

findings, the teacher used authentic assesment as a guide in assessed students

reading comprehension. Authentic assessment on reading comprehension means

how students more active role discussions in class, and teacher only as guides or

directs. Based on the interview, the English teacher just gave guidance about the

lesson and tried to develop the students comprehension ability to the reading text.

In the teaching-learning activities, English teacher also experienced several

obstacles in implementing authentic assessment on reading comprehension because

most of the students did not understand about English, especially the vocabulary.

The teacher explained used Indonesian meaning that were easy for them to

understand. Then they used a dictionary to interpreted the meanings that they did

not understand. English teacher also applied authentic assessment to reading

comprehension used a very simple way by asked students questions what they know

about reading, so students could be responsible for the reading they read and the

teacher could also find out the understood of the passages read students. The way

English teacher overcame students reading comprehension difficulties was used

interested learning media, providing assignments, and exercises, so the students

wanted to studied independently at home and got students used to memorized new

vocabulary every day.

 57

Sint. Peter Kewapante Catholic Senior High School still kept applied

authentic assessment on reading comprehension. The English teacher stated that

applied oral interview, text retelling what they learnt, responding the questions that

the present and portfolio or assignments that they have submitted teacher wanted

their students to understood the reading comprehension so they could determine the

main idea and support idea in the paragraph.

4.1.2 Types of authentic assesment by English Teacher on reading

comprehension at eleventh-grade of Sint. Peter Kewapante Senior High
School in the Academic Year of 2023/2024

Based on the interview with the English teacher of Sint. Peter Kewapante

Senior High School, the teacher applied authentic assessment on reading

comprehension by optimizing the students as the centre of learning which they were

focused on be practiced in understood the text context and the idea on it. It was in

line with the O’Malley & Pierce (1996) defined that authentic assessment looked

like some formed of assessment reflecting student learning, achievement,

motivation, and attitudes towards instructional activities in the classroom.

Moreover, this implementation of authentic assessment on reading comprehension

was conducted by the teacher during learning activity in class. It was following the

resulted of Susani’s study (2018) which presented that the implication of authentic

assessment on reading comprehension could provide several benefits such as

identify the direct measurement of expected competence indicators of students

performances, encouraged students to demonstrate a performance in a real and

 58

meaningful situation; provided opportunity for students to construct their learned

outcomes by selected and complied answers based on their knowledge and the

situational analysis so the answers were relevant and meaningful and integrated,

teached, learned and assessment activities. Based on the result of interview,

observation, and documentation. There were several types of authentic assessment

used on reading comprehension at eleventh-grade of Sint. Peter Kewapante Senior

High School specially in social science class namely oral interview, text retelling,

and portfolio. Although not all types of authentic assessment based on the theory of

O’Malley and Pierce (1996) were not applied anymore, the application of it could

develop the students’ ability in reading comprehension. The analysis of those types

of authentic assessment applied on reading comprehension could be seen as below:

1. Oral Interview

Oral interview was applied by English teachers of Sint. Peter Kewapante Senior

High School through some questioned related to the text learnt to attract the

interest and activeness of students randomly. Beside, the questions appointed to

students always focused on information of text especially explanation text. Thus,

they claimed that oral interview could strengthened the understood of the

students against the text. It was following with O’Malley and Pierce (1996)

which mentioned that oral interview had several functions such as gave

information, offered opinion, and shared knowledge. Moreover, the question

asked by teachers is in line with result of previous study by Martika and Zaim

(2021) which reading comprehension focused on the context of the text,

interpreted a message, and evaluated text.

 59

2. Text Retelling

In applied text retelling, the teacher of Sint. Peter Kewapante Senior High School

commanded the students to tell the text what they have made that focused on

finding main idea or important information on it. Then they asked several

questions to examine the students comprehension of the text. It was following

the theory of O’Malley and Pierce (1996) about text retelling which described

that students read or listen text, then they were required to retell main ideas or

selected details. The report of students performance were collected and recorded

by teachers. Students usually responded orally and it could be ranked on how

they tell the events in a certain story structure. Both of the teacher and students

could asked questions about text each other. Moreover, the asked question after

text, retelling act done by the English teacher was in line with Klinger, Vaughn

and Boardman (2007) stated that the assessment of reading comprehension

generally focused on asked students to read short answer questioned, interpreted

messages, and evaluated texts.

3. Portfolio

The English teacher applied portfolio as authentic assessment on reading

comprehension. This assessment was considered as appropriate way to observed

and checked the students progress in accepted learned. In its process, they gave

practiced for students then they discussed it together. Then, they also

commanded students to gave their homework at the end of meeting session that

consisted of texts and its questions. The result of tasks and exercises submitted

by studentss could be a portfolio for the teacher. It was in line with the theory
 60

of O’Malley and Pierce (1996) which described that portfolio refers to samples

of students worked which usually selected by them or teacher to represent

learned based on instructional goal.

 CHAPTER V

CONCLUSION AND SUGGESTION

This chapter was divided into two parts namely conclusion and suggestion.

The description was presented completely as following:

1.1. Conclusion
After analyzing data to answer the research questions in chapter IV, the

researcher drew conclusion of this research. First, the implementing authentic

assessment on reading comprehension by English teacher based on the result the

English teacher applied authentic assement for students reading comprehension.

Students as active learner or students centred learning trained to practice how to

comprehend the reading text, then they knew the message on it such as identify the

topic sentence of the paragraph, the main idea of a paragraph, and the supporting

sentence of the paragraph and the teacher usually asked students directly about what

they catch from the text that they have read, it’s like question answer. Then tried to

discuss the tasks together so they could be more understood and usually gave

assignments that should be submitted to the teacher.

Second, the types of authentic assessment on reading comprehension by

English teacher at the eleventh-grade of Sint. Peter Kewapante especially in social

science class there were three types namely oral interview the teacher usually asked

orally to student individually in the class or together with the member of class. Its

61
 62

aimed to checked up whether they had understood or not about reading text

materials, after that the teacher commanded the students to tell the text what they

have made that focused on finding main idea or important information on it. The

information or performance of individual students were collected and noted by the

teacher and the last was portfolio was as students proof which they had finished

assignment. The teacher collected those files to be processed as their individual

score.

5.2 Suggestion

Based on the result of this research, the researcher recommended several

suggestions as following:

1. For English teacher in Sint. Peter Kewapante Catholic Senior High School.

The result of this studied showed that the implementation of authentic

assessment and the teacher could applied their authentic assessment for the

students in more creative through attractive media and material.

2. For Students

This studied could attract students in comprehending text through various

genuinely learning of authentic assessment its like discussion and executing

more texts question as exercise so they could strengthen and understand the more

complicated English text contents.

3. For Other Researchers

The result of this studied presented the supported idea for other researchers about

implementing authentic assessment and the types of authentic assesment so

 63

they were expected to be able to develop their research msore comprehensively

so they could be inspired to take other insights on authentic assessment for

reading comprehension.
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 70

APPENDICES
Appendices 1:

Interviewer : Yuliana Kurniawati sa

Interviewee : Maria Ester Rajalewa, [Link]

Placed : Sint. Peter Kewapante

Aspect of
No Questions Answer
Problem
1 The Implementation of authentic assessment on reading
comprehension by English teacher at eleventh grade of Sint. Peter
Kewapante in the academic year 2023/2024
Understanding of What do you think “Penilaian otentik dalam
Authentic about authentic reading comprehension itu
Assessment assessment on yaa intinya bagaimana kita
reading memposisikan siswa sebagai
comprehension pusat pembelajaran yang
aktif. Mereka bisa belajar
sendiri, mereka bisa
memahami materi sendiri
sesuai yang terkandung di
teks. Guru disini cuma
mengawasi, mengulas
kembali, serta menguji apa
yang sudah mereka pelajari.
Ya intinya kita itu
mengeluarkan kemampuan
siswa dalam memahami isi
teks yang disajikan”.
(statement 1)

Authentic assessment on
reading comprehension is
about how we position
students as the active learning
center. They can learn by
themselves, they can
understand material
independently as appropriate
to the text. Teacher just
observes, reviews and tests
what they have learnt. The

viii
 ix

main point is that we try to

attract students’ ability in
understanding text contents
that presented.
What is similar Ohh, untuk reading
purpose of authentic comprehension ya Jadi,
assessment on penilaian otentik dalam
reading reading comprehension itu
comprehension tujuannya adalah menjadikan
siswa itu sebagai pembelajar
aktif atau students centered
learning. Disini mereka saya
latih untuk bagaimana cara
memahami suatu teks bacaan
sehingga mereka mengerti isi
dari bacaan tersebut. ya
seperti main ideanya, trus
supporting statementnya apa.
Itu mereka harus paham ya.
Semakin mereka terlatih
maka mereka akan semakin
terbiasa dan lebih peka
terhadap apa yang mereka
baca. Ya intinya terasah
pemikirannya”. (statement 2)

Ohh, for reading

comprehension, right? So,
authentic assessment for
reading comprehension has the
purpose to position students as
active learner or students
centred learning. Here, I train
them to practice how to
comprehend the reading 51
text, then they can know the
message on it such as
identifying
to practice how to
comprehend the reading text,
then they can know the
message on it such as
identifying main idea and
supporting statements. They
 x

must understand literally. If

they are trained well so they
will be responsive and
adaptive towards what they
read. The point is their
thinking will be sharpened.

Do you apply Ya, biar siswa itu benar benar

authentic assesment lebih memahami materi
for the eleventh reading text yang saya
student of social berikan. Selain itu kan saya
science bisa mengevaluasi apa yang
kurang dari siswa trus nanti
bisa saya upgrade apa yang
kurang itu. (statement 3)

Of course, it aims to make

students more understand
about text material I give.
Besides, I can evaluate the lack
of parts that students’ face,
later on I can upgrade those
parts.
Do you know that the Yah seperti yang kita tahu.
are students who Kebanyakan dari anak-anak
have difficulty in ini memang kurang menguasai
reading lesson? bahasa Inggris apalagi
What is the cause? kosakatanya. Jadi apa yang
saya jelaskan kadang mereka
tidak tahu. Untuk reading
comprehension saja, saya
sering menggunakan bahasa
Indonesia dalam menjelaskan
biar mereka mengerti dulu.
lalu grammar juga ajarkan
berulang-ulang. selanjutnya
mereka bisa menggunakan
kamus untuk mengartikan
makna kata yang tidak mereka
pahami. Ya intinya agak
lamban. Tapi saya tetap
mensupport mereka supaya
semangat belajar. (statement
4)
 xi

As we know, most of the

students were actually less in
English skill especially
vocabulary mastery. So what I
taught sometimes they cannot
understand well For reading
comprehension, I often used
Indonesian so they could know
easier. Then, I gave grammar
lesson continually. They could
used dictionary later to explore
the meaning of vocabulary that
they did not know The serious
thing was that they was very
slow in acquiring English skill.
But I kept to support them in
order to gave motivation.
How do you Saya menggunakan media
overcome difficulties pembelajaran yang menarik,
in learning to read? memberikan tugas, dan
latihan-latihan agar siswa
mau belajar secara mandiri,
mengarahkan siswa untuk
belajar secara berkelompok,
dan menggunakan
membiasakan siswa untuk
menghapal kosakata baru
setiap kali pelajaran karena
kita tahu banyak siswa yang
belum mengerti artinya.
(statement 5)

I used interested teaching

media, gave assignments, and
exercises. so that students
wanted to learned
independently, directed
students to studied in groups,
and accustomed students to
memorized new vocabulary
every lesson because we know
 xii

that many students did not

understand the meaning.
Do you applied Kalau saya biasanya
authentic assessment menanyakan langsung ke
on reading siswanya tentang apa yang
comprehension used mereka tangkap dari teks yang
three types of mereka baca ya semacam
authentic tanya jawab lah. Kemudian
saya ajak bahas soal bersama-
assessment?
sama biar mereka paham. Kan
intinya reading
comprehension itu mereka
mengerti ide ide yang ada
dalam teks pas di akhir
biasanya saya beri penugasan
yang kemudian mereka
kumpulkan ke saya. (statement
6)

For me, I usually asked

students directly about what
they catch from the text that
they have read, it’s like
question answer. Then I tried
to discuss the tasks together so
they could be more
understood. At the end, I
usually give assignments that
should be submitted to me
then.
2 Type of Authentic Assesment
What are the kinds jadi saya itu sering
of authentic menggunakan penilaian
assessment applied Tanya jawab secara oral,
on reading menceritakan kembali teks
comprehension to yang sudah mereka pahami,
your students? mengajak siswa untuk
merespon soal-soal yang
saya sajikan, serta portofolio
atau tugas- tugas mereka
yang sudah dikumpulkan.
(statement 7)
 xiii

so I often apply oral interview,

text retelling what they learnt.
Constructed response item,
and portfolio or assignments
that they submitted.
Oral Interview Do you apply Ya, saya biasanya
authentic assessment menanyakan secara lisan di
through oral kelas secara individu
interview? How do maupun secara bersama-
you apply it? sama siswa lain. Tujuannya
untuk mengetahui apakah
mereka itu sudah paham
dengan apa yang saya jelaskan
terkait reading teks. (statement
8)

of course, i usually ask to

student individually or together
with the member of cllas. It is
to check up how far the
students understanding.
Story or text In a playing Ya, dalam penilaian ini saya
retelling authentic asesmen on menyuruh siswa membaca
reading kemudian menceritakan
comprehension, do kembali ide-ide utama atau
you command your informasi detail yang ada di
students to read first bacaan. harapan saya mereka
then retelling the mapu menyerap isi teks.
contents on it? (statement 11)

Yes i do, in this assessment I

command student to read first
then retelling the main idea or
the whole of informasion in the
text. I expect they can ubsorb
the content of the text.
Portofolio Do you assess the Ya jelas portofolio ini kan
students using sebagai bukti siswa telah
portofolio for melakukan penugasan. Ini
 xiv

reading saya kumpulkan semua buat

comprehension? nilai mereka kan. (statement
13)

of course this portofolio is as

students proof which they have
finished. I collect those file to
be processed as their score.

Appendices 2:

Observation 1

Placed : Sint. Peter Kewapante Senior High School

Date : Monday, March 18th, 2024

Opening Activities:
At the initial English subject, the teacher greeted and called the students
names. When it had finished, the teacher delivered the title of the material
that would be explained today. The material that would be conveyed was
explanation text.
Presentations:
The teacher delivered explanation text material, which started with
introducing explanation text. The teacher explained the characteristics of
the explanation text on a text entitled “Tsunami”. When the teacher
explained the material, many students wrote note of the important points.
The teacher also gave examples of explanation text to students and told
students how to identify explanation text. In the presentation activity, the
teacher gave an explanation of the material and students seemed
enthusiastic in following it. In the middle of the presentation session, the
teacher gave several questions orally related to the material that had been
 xv

delivered and started to ask every students randomly. The situation was
looked that students tried to answer the question.
Closing:
In the closing section, the teacher reviewed the material that she Then, the
teacher gave assignments to students to make an explanation text, which
would be discussed in the next meeting. The teacher also had already
provided feedback service through whatsapp if the students would ask her
about what they did not know

“Tsunami’’

The term of “tsunami” comes from the Japanese which means harbour
("tsu") and wave ("nami"). A tsunami is a series of waves generated when
water in a lake or the sea is rapidly displaced on a massive scale.
A tsunami can be generated when the sea floor abruptly deforms and
vertically displaces the overlying water. Such large vertical movements of the
earth's crust can occur at plate boundaries.
Subduction of earthquakes are particularly effective in generating
tsunamis, and occur where denser oceanic plates slip under continental plates.
As the displaced water mass moves under the influence of gravity to
regain its equilibrium, it radiates across the ocean like ripples on a pond.
Tsunami always bring great damage. Most of the damage is caused by
the huge mass of water behind the initial wave front, as the height of the sea
keeps rising fast and floods powerfully into the coastal area.
 xvi

Explanation Text

Explanation Text is a text which tells processes relating to forming of natural,

social, scientific and cultural phenomena. Explanation text is to say 'why'
and 'how' of the forming of the phenomena. It is often found in science,
geography and history text books.

Generic Structure:
• General statement; stating the phenomenon issues which are to be
explained.
• Sequence of explanation; stating a series of steps which explain the
phenomena.

Language Features:
• Featuring generic participant
• Using chronological connection; to begin with, next, etc
• Using passive voice pattern
• Using simple present tense
 xvii

Appendices 3:

Observation 2

Placed : Sint. Peter Kewapante Senior High School

Date : Wednesday, March 27th, 2024

Opening activities:
At the initial English subject, the teacher greeted
and checked attendance by calling the students’ names.
Then, the teacher explained the material that would be
studied together in class.
Presentations:
In this section, the teacher asked about the task
commanded in the previous meeting, namely making an
explanation text. The teacher appointed several students
to tell or read the text they had made. After that, the
teacher asked questions related to the student text. Then,
the teacher asked some questions to other students. If
they could answer correctly, the teacher would give
additional points.
Closing:
In this section, the teacher provided the question answer
session for students who didn’t understand the material.
The teacher asked students to review the explanation
text material frequently by giving an analysis of generic
structure of previous text entitled tsumami
 xviii

Tsunami

The term of “tsunami” comes from the Japanese which means

harbour ("tsu") and wave ("nami"). A tsunami is a series of waves
General generated when water in a lake or the sea is rapidly displaced on
statement a massive scale.

A tsunami can be generated when the sea floor abruptly

deforms and vertically displaces the overlying water. Such large
vertical movements of the earth's crust can occur at plate boundaries.
Subduction of earthquakes are particularly effective in
generating tsunamis, and occur where denser oceanic plates slip
under continental plates.
Sequence of
ex As the displaced water mass moves under the influence of gravity
to regain its equilibrium, it radiates across the ocean like ripples
Sequence of
explanation on a pond.

Tsunami always bring great damage. Most of the damage

is caused by the huge mass of water behind the initial wave front,
as the height of the sea keeps rising fast and floods powerfully
into the coastal area.
xix
Appendices 4:
Reading Comprehension Rubric

Grade EXELLENT GOOD ADEQUATE POOR VERY POOR

(44-50) (40-44) (30-39) (20-29) (BELOW 20)
Element
Student Student answered Student answered at Student answered at Student did not
answered more at 75% of least half of the least 35% of the complete assignment
than 80% of comprehension comprehension comprehension and/or did not answer
COMPREHENSION comprehension questions questions correctly. question correctly. more than half of
questions correctly. Student Students have qustions correctly.
[Link] comprehend main difficultly
fully idea of the understanding the
demonstrates reading. main idea of the
comprehension reading.
of main idea
from the
reading.
Student answer Student answer Student answer half Student answered Student did not
in complete most question in of the questions in half of the questions answers any of thw
FORM sentences and complete sentence complete in complete comprehension
includes variety and includes sentencesand sentences and question in complete
variety of includes an sentences.
occasionalcompound

xx
 xxi

of sentence sentences sentence, but most of includes simple

structure structure the sentences are sentences only.
simple sentences.
In grammar, Grammar, spelling Grammar, speeling, In grammar, spelling, In grammar, spelling,
spelling, , capitalisation or capitalisasion or capitalisastion or capitalisasion or
GRAMMAR capitalisation or punctuation. punctuation. Errors punctuation. Erors punctuation Errors
punctuation. Mistakes do not may interfere with interfere with dimish
Any errors do diminish understanding understanding. understanding
not interfere understanding
with
understanding.
Words can be Can read/decode Some words are Direct help maybe Unable to identify
read correctly words with little or recognized but neddded to elicit the unfamiliar words.
VOCABULARY and without no prompting prompting is more correct word. Refused to read
prompting. frequent. Searches for context words and no attempt
independently clue within sentences to read word using
uses context unsuccessfully. context clues or other
clues to decode prompting
unfamiliar
words
 xxii

Is able to Is able to identify May have ask to Can recall detail Unable to identify
identify details details with little more direct questions with help. More specific detail. The
DETAILS without help. help. Some details to get the answer. direct and answer might not
Some details are are included Some details are straightforward make sense answers
included included. questions were are incorrect.
asked. Little to no
details are included
in answer.
Appendices 5:

PHOTO DOCUMENTATION

xxiii
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