AUTHENTICITY OF TEACHERS’ MADE ASSESSMENT AND ITS’ CONTRIBUTION TO STUDENTS’ ENGLISH ACHIEVEMENT
Abstract: Authenticity of
Teachers’ Made Assessment
and Its’ Contribution to
Stu-dents’ English Achievement. This study
aimed at analyzing
the authenticity of
teachers’ made assessment in terms of teachers’ assessment planning and
implementation; and investigating its’
contribution to the students’ English learning achievement. Exploratory
mixed method design was
employed, involving 35 vocational
English teachers and
35 classes of vocational students in Buleleng Regency as
the sample of the study. The data were analyzed both qualitatively as
well as quantitatively. The
results of study indicated that the
authenticity of teachers’
assessment planning and its’ implementation are found sufficient. Based on the statistical analysis, the teachers’ assessment
planning did not have
any significant contribution. It was because it had
lack of
authenticity and the assessments
did not really assess the
intended competency. However, the assessment implementation as
perceived by the teachers and the students was found significantly
contributive to the
students’ achieve-ment. In conclusion,
these three aspects
of teachers’ made
assessment had simultaneously significant
contribution to the students’ English achievement.
Author: L. G. Eka Wahyuni
Journal Code: jppendidikangg130046
