Exploring Students' Perceptions and Experiences in using

Authentic Assessment at Subsidized Pre-service Teacher Profession

Education Program of English Language Education Study Program

of Universitas Khairun

Sutaryo

and Nurprihatina Hasan

English Language Education Study Program, Faculty of Teachers Training and Education, Universitas Khairun,

Ternate, Indonesia.

English Literature Study Program, Faculty of Culture Science, Universitas Khairun, Ternate, Indonesia.

Keywords: Authentic assessment, Productive skills, Qualitative research, Thematic analysis.

Abstract: Authentic assessment has been recommended to use in teaching and learning of English based on

Curriculum 2013 in Indonesian high schools. This is in line with the principle of the teaching and learning

of English which is mainly activity-based. Authentic assessment is particularly used when high school

teachers want to assess English speaking and writing skills of their students. This article presents part of the

research which is to explore views and experiences of the students of Program Pendidikan Profesi Guru

Prajabatan Bersubsidi [Subsidized Pre-Service Teacher Profession Education Program] at Universitas

Khairun concerning the use of authentic assessment during their teaching practicum. This is qualitative

research with a case study involving 11 students of ‘Program Pendidikan Profesi Guru Prajabatan

Bersubsidi [Subsidized Pre-service Teacher Profession Education Program] of English Language Education

Study Program at Universitas Khairun. Semi-structured interviews were used to collect data from the

respondents. The data obtained were analyzed using Miles and Huberman’s thematic analysis. Findings

from the data analysis were then discussed.

1 INTRODUCTION

Education is an important and strategic pillar in

nation building including Indonesia and because it is

part of the nation's component. In Indonesia, the

meaning of education is embodied in the 1945

Constitution Chapter XIII on Education and Culture

article 31 along with several related laws and

regulations. For example, Law Number 20 of 2003

which regulates the national education system,

especially in article 3, National education,

performance and character and dignified civilization

of the country in order to educate the nation's life,

aims to develop potential students to become

believers and fear God Almighty, noble, healthy,

knowledgeable, capable, creative, independent, and

a democratic and responsible citizen. Furthermore,

Law number 20 of 2003 also states that the system

of implementing national education which is a

united part of achieving national education goals,

among others, resources, society, curriculum,

students, education staff, and educators in all units,

types, and levels of education.

Teachers as professionals at the elementary and

secondary education units and act as learning agents

function to improve the quality of national education

must fulfil academic qualifications, have a number

of competencies and educator certificates. Law

number 14 of 2005 concerning Teachers and

Lecturers clearly emphasizes that a teacher must

have a minimum education qualification of Bachelor

(S1) or Diploma (D) IV. Law No. 14 of 2005 also

underlines that teachers must have several aspects,

namely social, pedagogic and professional

competence that is produced through professional

education. This means that being a professional

teacher, he or she has to have an S1 or D IV

academic education plus professional education.

This is in line with the issuance of Permenristekdikti

[Minister of Research, Technology, and Higher

Sutaryo, . and Hasan, N.

Exploring Students’ Perceptions and Experiences in using Authentic Assessment at Subsidized Pre-service Teacher Profession Education Program (SPTPEP) of English Language Education

Study Program of Uni.

DOI: 10.5220/0008898601470159

In Proceedings of the 1st International Conference on Teaching and Learning (ICTL 2018), pages 147-159

ISBN: 978-989-758-439-8

147

Education Affairs Regulation] Number 55 of 2017

concerning Teacher Education Standards. Thus, it is

expected that the birth of quality generation can be

generated through education with teachers who meet

academic requirements, have several competencies,

and educator certificates.

Efforts to obtain a number of teacher

competencies are carried out through the Teacher

Professional Education Program (PPG).

Permenristekdikti Number 55 of 2017 concerning

Teacher Education Standards explains that PPG is

an educational program held after an undergraduate

or applied bachelor program to obtain an educator

certificate in early childhood education in the

formal, basic, and/or secondary education pathways.

The implementation of the PPG program is

implemented in a number of Education Personnel

Education Institutions (LPTK) that meets the

requirements. The PPG program consists of PPG in

both pre-service (Prajabatan) and in-service (Dalam

Jabatan). PPG Prajabatan itself consists of regular,

subsidized and independent.

Khairun University as one of the LPTK colleges

in Indonesia has been given the mandate to hold a

PPG 'Prajabatan' program with 44 other LPTK

colleges as well as the Menristekdikti Decree

Number 280 / M / KPT / 2017. The first class of the

PPG program entrusted by the Ministry of Research

and Technology is the PPG Subsidized English

Language Study Program which will last for one

year starting in even semester 2017/2018 by

applying the PPG curriculum recommended by

Kemenristekdikti with 38 credits, consisting of 22

credits in the first semester and 16 credits second

semester (Kemeristekdikti, 2017). Unlike learning in

undergraduate education programs, the learning

system of the PPG Subsidized Pre-service Study

Program in English in the first semester emphasizes

more on the pattern of a workplace.

To determine someone who participates in the

PPG Program to achieve graduate competency

standards that have been formulated in learning

outcomes, an assessment must be conducted.

Permenristekdikti Number 55 of 2017 concerning

Teacher Education Standards Article 21 paragraph

(1) states that the Standard of assessment as referred

to in Article 17 letter d is a minimum criterion

regarding the assessment of student learning

processes and outcomes in order to fulfil the

learning achievements of graduates of the PPG

Program. Furthermore, paragraph (2) states that the

assessment of the process and student learning

outcomes as referred to in paragraph (1) includes:

(a) assessment of the process and product of the

development of learning devices; (b) the process and

products of the Field Experience Program (PPL); (c)

competency test; and (d) assessment of community

life in dormitories / other facilities. The assessment

must be in accordance with the Process and Result

Assessment Guidelines compiled by

Kemenristekdikti [Ministry of Research,

Technology, and Higher Education Affairs] (2017)

and Kemendikbud [Ministry of Education and

Culture Affairs] (2015) as guidelines for Khairun

University as the organizer of the PPG Program for

Subsidized English Studies, instructor lecturers,

tutors, and students. Particularly related to the

assessment of points: (a) assessment of the process

and product development of learning tools carried

out during the workshop and (b) assessment of PPL

processes and products carried out during PPL, the

assessment is more focused on using authentic

assessments to measure pedagogical and

professional competencies.

As stated above, the Subsidized Pre-Service PPG

Program for the English Language Education Study

Program is the first PPG program held at Khairun

University. In addition, the implementation of this

PPG program constitutes the first experience by

lecturers, tutors, students, and PPG Program

administrators at Khairun University. This study

aims to know the students' perceptions and

experiences in using authentic assessment at the

Subsidized Pre-Service PPG Program of the English

Language Education Study Program of Khairun

University during teaching practicum (PPL) in

partner schools.

2 LITERATURE REVIEW

2.1 Teachers and Teacher

Professionalism

In article 1 point 1 of the Law of the Republic of

Indonesia (RI) Number 14 of 2005 concerning

Teachers and Lecturers, it is stated that teachers are

professional educators with the main task of

educating, teaching, guiding, directing, training,

assessing, and evaluating students in education early

childhood at formal education, basic education, and

secondary education. Furthermore, Article 4

underlines the position of the teacher as a

professional who functions to enhance the dignity

and role of the teacher as an agent of learning that

serves to improve the quality of national education.

From the two articles in the Act, it is clear that the

teacher has an honourable and strategic duty and

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position because the teacher is the front guard to

prepare a quality national generation for the progress

of the nation, especially through formal education,

both primary and secondary education. The

affirmation of the two articles in the Law which

underline the teacher as a professional also suggests

that the teacher must have a number of

requirements.

The requirements of teachers as professionals are

to fulfil academic qualifications, have a number of

competencies and educator certificates as stated in

Article 8-11 of the Republic of Indonesia Law

Number 14 of 2005 concerning Teachers and

Lecturers. In terms of fulfilling academic

qualifications, article 9 of the Law clearly confirms

that teachers must have a minimum education

qualification of Bachelor (S1) or Diploma (D) IV.

Furthermore, Article 10 of Law Number 14 of 2005

also underlines that teachers must have a number of

competencies, namely personal, social, pedagogical

and professional competencies obtained through

professional education. Meanwhile, to obtain an

educator certificate, the teacher must attend

professional education. This means that the

requirement to become a professional teacher

besides having to have an S1 or D IV academic

qualification must also be added with professional

education in order to have a number of competencies

mentioned above. This was reinforced by the

issuance of Permenristekdikti Number 55 of 2017

concerning Teacher Education Standards that efforts

to realize the creation of professional teachers with a

number of competencies mentioned above are

carried out through the Teacher Professional

Education (PPG) program.

2.2 Teacher Competency Standards

As stated earlier, Republic of Indonesia Law

Number 14 of 2005 concerning Teachers and

Lecturers mandated that in addition to fulfilling

academic qualifications and a number of the

requirements above, teachers must have a number of

competencies namely pedagogical, personality,

social and professional competencies obtained

through professional education. The Government

Regulation (PP) of the Republic of Indonesia

Number 74 of 2008 further contains in detail the

understanding and examples of the said

competencies.

Pedagogic competence is defined as the ability of

teachers in the management of learning of students

as stated in article 3 paragraph 4 of the PP, which at

least includes:

a). understanding of insight or educational

foundation;

b). understanding of students;

c). development of a curriculum or syllabus;

d). learning design;

e). the implementation of learning that is

educational and dialogical;

f). utilization of learning technology;

g). evaluation of learning outcomes; and

h). development of students to actualize the various

potentials they have.

Meanwhile, personality competencies as

contained in article 3 paragraph 5 of PP Number 74

of 2008 include a). believe and fear; b). noble; c).

wise and prudent; d). democratic; e). steady; f).

authoritative; g). stable; h). adult; i). honest; j).

sportsmanship; k). be an example for students and

society; l). objectively evaluating one's own

performance; and m). develop yourself

independently and sustainably.

Furthermore, social competence as stated in

article 3 paragraph 6 of PP No. 74 of 2008 is

interpreted as the teacher's ability as part of the

community which at least includes the competence

to:

a). communicate verbally, write and/or gesture

politely;

b). use functional communication and information

technology;

c). get along effectively with students, fellow

educators, energy education, the leadership of the

education unit, parents or guardians of students;

d). get along politely with the surrounding

community by heeding the norms as a well

applicable value system, and

e). apply the principle of true brotherhood and a

spirit of togetherness.

Finally, professional competence as stated in

article 3 paragraph 7 of PP No. 74 of 2008 is defined

as the ability of teachers to master knowledge in the

fields of science, technology, and/or arts and culture

which at least includes the mastery as the following

example:

a). subject matter broadly and deeply in accordance

with the standards of the unit program content

education, subjects, and/or group of subjects to be

taught; and

b). relevant concepts and methods of scientific

discipline, technology, or arts, which conceptually

overshadow or are coherent with the educational

unit program, subjects, and/or group of subjects to

be taught.

As mandated in article 10 of the Republic of

Indonesia Law Number 14 of 2005 and article 3

Exploring Students’ Perceptions and Experiences in using Authentic Assessment at Subsidized Pre-service Teacher Profession Education

Program (SPTPEP) of English Language Education Study Program of Uni

149

paragraph 2 of PP RI Number 74 of 2008 which was

amended by PP RI Number 19 of 2017, the four

competencies (pedagogic, personality, social, and

professional) mentioned above are obtained through

education profession. The issuance of

Permenristekdikti Number 55 of 2017 concerning

Teacher Education Standards explains that what is

meant by professional education is Teacher

Professional Education (PPG). So, the four teacher

competencies are obtained through the PPG program

with various fields of studies including the field of

English Language Education.

2.3 Teacher Professional Education

Program (PPG)

Permenristekdikti Number 55 of 2017 concerning

Teacher Education Standards explains that PPG is

an educational program held after an undergraduate

or applied bachelor program to obtain an educator

certificate in early childhood education in the

formal, basic, and/or secondary education pathways.

The implementation of the PPG program is

implemented in a number of Education Personnel

Education Institutions (LPTK) that meets the

requirements. The PPG program consists of PPG in

Pre-Service (Prajabatan) and In-Service (Dalam

Jabatan) programs. PPG Prajabatan itself consists of

regular, subsidized and independent. Khairun

University as one of the LPTK colleges in Indonesia

has been given the mandate to hold a PPG

Prajabatan program with 44 other LPTK colleges as

stated in the Menristekdikti Decree Number 280 / M

/ KPT / 2017.

The initial class of the PPG program entrusted by

the Ministry of Research and Technology to Khairun

University is the Subsidized Pre-Service PPG

program of the English Language Education Study

Program which will last for one year starting in even

semester 2017/2018 by applying the PPG curriculum

recommended by Kemeristekdikti. Starting in July

2018, Khairun University is also entrusted by the

Ministry of Research, Technology and Higher

Education to hold an online or online PPG in the

Subsidized Study Program for Primary School

Teacher Education (PGSD).

Specifically, the Subsidized Pre-Service PPG

program of the English Language Education Study

Program applies the English PPG Curriculum from

Kemenristekdikti with 38 SKS, consisting of 22

SKS in the first semester and 16 SKS in the second

semester (Kemeristekdikti, 2017). Unlike learning in

undergraduate education programs, the learning

system of the Subsidized Pre-Service PPG program

of the English Language Education Study Program

in the first semester emphasizes the workshop

pattern and the teaching practicum/ field experience

program (PPL) in the second semester. In the PPG

curriculum in the English Language Education

Study Program there is a profile description of

professional English teachers, namely "English

Educators who are able to plan and implement

collaborative and sustainable learning that have four

competencies namely professional, pedagogical,

social, and personality competencies", in line with

what is mandated in the Republic of Indonesia Law

Number 14 of 2005 concerning Indonesian Teachers

and Lecturers and PP Number 74 of 2008

concerning Teachers. There are ten workshops in the

Subsidized Pre-Service PPG program of the English

Language Education Study Program so that PPG

graduates could achieve the learning outcomes of

the three aspects (attitudes, knowledge, and skills),

which include Workshops to PPG, Prota and

Prosem, Preparation of SMP Learning Instruments

(Class VII, VIII, IX), High School (Class X, XI,

XII) and Vocational School, and Preparation of

Classroom Action Research (CAR). To find out the

extent to which the implementation of the PPG

program runs well and achieve the learning

outcomes set forth in the PPG curriculum so that the

profiles of professional teachers can be realized, it is

necessary to conduct a series of assessments.

2.4 Assessment and Authentic

Assessment

There are several definitions of assessment. Nitko

and Brookhart (2011: 3) suggest: "Assessment is a

process for obtaining information for making a

particular educational decision", which can be

interpreted that assessment is a process of gathering

information to make an educated decision. Nitko and

Brookhart (2011) further suggest that when it is

associated with students' learning, then the

assessment used in the management of learning

consists of two assessments used to gather

information in student-related decision making

which includes:

a). management of learning;

b). placement of students in a program;

c). student grouping;

d). counselling and directing students;

e). student selection; and

f). determining the graduation of students from a

program using formative assessment and summative

assessment (Nitko & Brookhart, 2011; Brown &

Abewickrama, 2010). Furthermore, it is said that

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formative assessment aims to plan learning

activities, place students in the learning process,

monitor student progress in learning, diagnose

student learning difficulties, and provide feedback or

feedback on how students improve their learning.

Formative assessment is often also called assessment

for learning. Assessment for learning is carried out

during the learning process and is usually used as a

basis for improving the teaching and learning

process. With assessment for learning,

teachers/educators can provide feedback on the

learning process of students and monitor their

learning progress. Assessment for learning can also

be used by teachers/educators to improve

performance in facilitating students (Airasian, 2005;

Butler & McMunn, 2006; McDonald, 2013; Nitko &

Brookhart, 2011; Pellegrino et al., 2001). Various

forms of formative assessment, such as assignments

and quizzes, are examples of assessment for

learning.

While summative assessment aims to report to

students and parents about the achievement of

learning, and report to the teacher concerned about

the effectiveness of the learning done, and of course

to give grades to students related to their learning

outcomes. Summative assessment is often referred

to as assessment of learning (the final assessment of

learning to find out the achievement of learning.

Assessment of learning is an assessment carried out

after the learning process is complete. The learning

process is completed does not always occur at the

end of the year or at the end the students complete a

certain level. Teacher or educator education

conducts assessments that are intended to provide

recognition of the achievement of learning outcomes

after the learning process is complete (Airasian,

2005; Butler & McMunn, 2006; McDonald, 2013;

Nitko & Brookhart, 2011), meaning that the

educator conducts an assessment of learning. In the

Indonesian context, National Exams,

school/madrasah examinations, and various forms of

summative assessment are an assessment of

learning.

Assessment as learning has a function similar to

assessment for learning, which functions as a

formative and is implemented during the learning

process. The difference is that as learning

assessment involves students actively in the

assessment activities. Students are given the

experience to learn to be an appraiser for

themselves. Self-assessment and peer assessment are

examples of assessment as learning. In an

assessment, students can also be involved in

formulating assessment procedures, criteria, or

rubrics/assessment guidelines so that they know

exactly what must be done in order to obtain

maximum learning outcomes (Bloxham & Boyd,

2007).

Of the two assessment objectives (formative and

summative) in three forms, namely assessment of

learning, assessment for learning and assessment as

learning, the assessment of learning outcomes by the

teacher/educator is not only focused on results, but

also on the learning process. Learners can be

involved in the process of assessing themselves as a

means to practice self-assessment.

From the form, the assessment can be done both

formally and informally, both through tests and non-

tests. The various forms of tests that exist such as

the form of the test is true-false, multiple choice,

matching, filling out, and description. These various

forms of assessment tests are often called standard

assessment or conventional assessment and are often

criticized by various parties because the assessment

of this form of test only emphasizes cognitive or

knowledge aspects. Even if it is still used, it is

recommended that the use of an assessment of this

form of test should be directed at directing students

to the ability to think critically at a high level (higher

order thinking skills). Whereas the non-test

evaluation forms include performance appraisal

using a rubric, portfolio, journals, conferences,

interviews, and observations of Nitko & Brookhart,

2011). Assessments of non-test forms such as these

are often called alternatives in assessment or

performance assessment or authentic assessment

(Nitko & Brookhart, 2011; Brown &

Abeywickrama, 2010). The term alternatives in

assessment and authentic assessment are not

automatically exchanged for their use because of

different intentions. Alternatives in the assessment

are called because this assessment is the opposite of

the standard assessment (use of a test in the form of

a test). While authentic assessment means an

immediate meaningful assessment for students in the

learning process.

According to Nitko and Brookhart (2011: 246),

performance assessments or authentic assessments:

(a) requires students to create a product or

demonstrate a process or both, and (b) clearly define

criteria to evaluate the qualities of students' work. A

performance assessment requires students to do

something about their knowledge, such as making

something, producing a report, or demonstrating a

process. So authentic assessment is used to assess

the process and learning outcomes of students and

their use emphasizes more on skill aspects. Nitko

and Brookhart (2011) also underline that authentic

Exploring Students’ Perceptions and Experiences in using Authentic Assessment at Subsidized Pre-service Teacher Profession Education

Program (SPTPEP) of English Language Education Study Program of Uni

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assessment must have two things, namely (1)

question or performance task itself and (2)

assessment rubric. In other words, authentic

assessment aims to assess students' abilities related

to the real world, namely how students apply their

knowledge and skills to real tasks using accurate

measurements so that they can describe the abilities

of students as a whole.

3.5 Authentic Assessment at the

Subsidized Pre-Service PPG

Program for the English language

Education Study Program of

Khairun University

To determine whether PPG students who take part in

the PPG Program, including the Subsidized Pre-

Service PPG Program at Khairun University, can

achieve graduate competency standards that have

been formulated in learning outcomes or not, an

assessment must be conducted. Permenristekdikti

Number 55 of 2017 concerning Teacher Education

Standards Article 21 paragraph (1) states that the

Standard of assessment as referred to in Article 17

letter d is a minimum criterion regarding the

assessment of student learning processes and

outcomes in order to fulfil the learning achievements

of graduates of the PPG Program. Furthermore,

paragraph (2) states that the assessment of the

learning process and results of the PPG students as

referred to in paragraph (1) includes: (a) assessment

of the process and product of the development of

learning devices; (b) the process and products of the

Teaching Practicum/ Field Experience Program

(PPL); (c) competency test; and (d) assessment of

community life in dormitories / other facilities. The

assessment must follow the Process and Product

Assessment Guide prepared by Kemenristekdikti

(2017) guidelines for Khairun University as the

organizer of the Subsidized Pre-Service PPG

Program in English Language Education Study

Program, instructor lecturers, tutors, and students

must follow Kemenristekdikti’s assessment

guidelines (2015) for tutors and students in assessing

students in learning English in middle and high

school / vocational school. Particularly related to the

assessment of the points: (a) the assessment of the

process and product development of learning tools

carried out during the workshop and (b) the

assessment of PPL processes and products carried

out during PPL, the assessment emphasizes on using

authentic assessment to measure the pedagogical and

professional competence of the PPG students.

In the Process and Product Assessment Guide

(Kemenristekdikti, 2017), the assessment of the PPG

learning process and product is carried out using the

benchmark reference (PAP). PAP is intended to

obtain an overview of the level of mastery of student

mastery level. Referring to the Government

Regulation of the Republic of Indonesia Number 74

of 2008 which was updated by Number 19 of 2017

concerning Teachers Article 15 paragraph (4) which

states that teacher professional allowances are given

to teachers who fulfil several requirements,

including having a minimum value of performance

appraisal, the graduation limit (passing grade) the

learning outcomes of the PPG program are set at 76

(with Good criteria). Students who have not reached

the graduation limit (benchmark) are given the

opportunity to take the re-examination.

In addition, the Assessment Guide also

emphasizes that the assessment of PPG students

must also follow the principles such as: Valid

(Accurate assessment requires accurate data;

Objective (Assessment is carried out as is; not

influenced by the subjectivity factor of the assessor,

so the assessment results illustrate appropriately

mastery of competence by students) Fair

(Assessment is not profitable or detrimental to

certain students because it is influenced by the

background of students, such as social status,

economy, religion, ethnicity, etc.); Systematic

(Assessment is done in a structured, planned

manner), and follow standard procedures);

Accountable (Assessment must produce accountable

decisions from the side of the process, instruments,

and personnel who carry out the assessment);

Sustainability (Assessment is carried out throughout

the learning process; Goal-oriented (Assessment is

carried out in an integrated and comprehensive way

to measure the success of the learning process as a

benchmark for achieving goals; Integrated

(Assessment is one component of the learning

system which includes planning, implementing, and

evaluating learning; and Open (Assessment must be

conducted openly, meaning the assessment process

to be carried out and the assessment criteria to be

used can be accessed by stakeholders, as a reference

in following the assessment process, a number of

these principles have become commonplace or

generally accepted in the implementation of the

assessment).

In assessing the process and product of

workshops on the development of learning tools and

evaluating PPL processes and products which

include assessments of pedagogic and professional

competencies, the following components, sub-

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components, indicators, data collection techniques

and forms of assessment instruments are in

accordance with the Ministry of Research,

Technology and Process Assessment Guide (2017)

as the following:

a. The workshop process includes:

1) Mastery of subject matter material to determine

mastery of knowledge such as a) factual; b)

conceptual; c) procedural; d) metacognitive and this

is done through written tests.

2) Mastery of scientific methods such as a)

observing; b) asking; c) collect information; d)

processing information; e) communicating; f)

curiosity; g) objective; and h) critical and this is

done through written tests.

3) Mastery of scientific attitudes such as a)

skepticism; b) open attitude; and c) academic

honesty and this is done through the Questionnaire /

Questionnaire Technique.

4) Mastery of the foundation of educational science

such as a) Theory of child development; and b)

Learning and learning theory and this is done

through written tests.

5) Performance in carrying out workshop such as a)

ability to initiate ideas/activities; b) ability to enrich

ideas/activities; c) Level of Participation in

conducting workshops; d). Combined capabilities in

workshops; e) Ability in presenting the concept of

learning instruments (Attitudes in presentation

activities, functions of communicating material,

Mastery of presentation material) and this is done

through Observation.

6) Peer teaching abilities such as a)

behaviour/appearance in peer teaching; b) Mastery

of material; and c) Pedagogic abilities are carried out

through observation

b. Workshop Products include:

1) Learning instruments (completeness of learning

instruments and instruments quality) are carried out

through documents.

2) Classroom Action Research (PTK) proposals

(complete components of PTK proposals and

Quality of PTK proposals) are carried out through

documents content analysis.

c. The PPL process includes:

1) Teacher competency in implementing PPL such

as a) Pedagogical competency; b) Professional

competence; c) social competence; and d)

Personality competencies carried out through

observation.

2) Ability to carry out PTK such as a) Accuracy in

carrying out the stages/cycle of PTK; and b) the

quality of the PTK stage report is carried out

through observation

3). School management skills such as a)

Participation in building school culture; b) the

ability to foster co-curricular and/or extra-curricular

activities; and c) Using administrative tasks as a

teacher is done through observation with anecdotal

records

d. PPL products include:

1) PPL reports such as a) Completeness of the

components of the PPL report, and b) Reports on the

quality of PPL through document content analysis.

2) PTK reports such as a) Completeness of

components of PTK reports, and b) The quality of

the PTK report is done through document content

Analysis.

From the assessment of (a), the process and

product development of learning instrument during

the workshop and (b) PPL processes and products

that measure pedagogical and professional

competencies, the assessment using the Observation

Sheet and the Document Analysis Sheet is an

example of some assessment techniques in authentic

assessment. This is because in addition to measuring

the skill aspect also because the Observation Sheet

and document content Analysis Sheet are in the form

of Rubrics in which there is coverage that is

assessed so that it reflects all aspects assessed.

Authentic assessments that use this rubric are carried

out by instructor lecturers and in part by tutor

teachers.

Meanwhile, assessments to measure social

competence and personality competence include:

1. Personality Competence, including:

a). Obeying religious teachings and legal norms such

as: Carrying out religious teachings (worship); Stay

away from religious prohibitions, and Obedience to

legal norms and regulations is carried out using

questionnaire techniques/ questionnaires and

observations.

b). Honest such as: Do not lie and can be trusted by

using questionnaire techniques / questionnaires and

observations

c). Responsible such an Acting in harmony with

what is said, Keeping promises, Sacrificing for

others, and Active participation in activities carried

out through questionnaire techniques / Questionnaire

and Observation

d). Polite/polite such as: Do not like to hurt others,

Respect others, Respect others, Speak well is done

by using the technique questionnaire / Questionnaire

/ and Observation.

e). Independent such as: Not dependent on others,

Not easily influenced by others, and having

principles is done through questionnaire techniques /

Questionnaire and Observation.

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f). Creative such as: Having initiative, producing

unique works and having ideas is done by using

questionnaire techniques / Questionnaire and

Observation.

g). Disciplines such as: Acting in accordance with

the provisions, Appreciating time, and Keeping time

is done through Questionnaire / Questionnaire

techniques and Observation.

2. Social competencies, including:

a). Able to work together such as: Sharing work,

Various ideas (Can give and receive ideas), Can

accept the truth of others, Participate actively carried

out through questionnaire / Questionnaire

Techniques.

b). Leadership spirit such as: Can manage other

people, Can be arranged by others, Loyal both as a

leader and member, and has an initiative carried out

using the technique questionnaire / Questionnaire.

c). Inclusive and Tolerant such as: Respecting

differences, Empathy, Not acting discriminatory,

Acting objectively through questionnaire /

Questionnaire techniques.

d). Care like: responsiveness and helpfulness is done

through questionnaire techniques.

e). Possessing communication skills in the

community such as Polite and Effective/productive

through questionnaire / Questionnaire techniques.

In implementing PPL, PPG students also conduct

an assessment of their students to assess the

achievement of their English learning outcomes. In

the Assessment Guidelines published by the

Ministry of Education and Culture (2015), several

examples of authentic assessments are used that use

the rubric in learning English in middle and high

schools. The authentic assessment used to assess

English learning processes and products are such as

in assessing speaking and writing skills. In assessing

these two skills accompanied by a rubric in which

aspects are assessed. An authentic assessment

conducted by PPG students while implementing PPL

is the focus of this research.

Research related to assessment has been carried

out. In the Indonesian context, for example, Sutaryo

(2016) conducted research on assessment involving

a number of college officials, lecturers and more

than 800 students at a university. This research was

to find out their perceptions and experiences in the

use of summative and formative assessments, and

especially how to use assessment of learning,

assessment for learning, and assessment as learning

conducted at a tertiary institution. This was research

with case study design and used mixed methods

because it used data collection techniques commonly

used in quantitative research such as questionnaires /

closed questionnaires and commonly used in

qualitative research such as semi-structured

interviews. The findings showed that the application

of assessment of learning is more dominant than

assessment for learning and assessment as learning.

The respondents actually strongly agreed the need to

use assessment for learning and assessment as

learning but still lack knowledge about this

including how to use it.

Research on authentic assessment in learning

English has been done by Sa'idah, Yulistianti, and

Farida (2017) in learning Indonesian. The study

aimed to determine the effectiveness of applying the

three authentic assessments, namely project

appraisal, performance assessment, and portfolio

assessment. The research method used was

experimental research with a sample of three classes

subjected to three different authentic assessment

treatments. The research sample was class X MA

Darul Ulum Purwogondo Jepara with random

sampling. The research was preceded by a data

requirement test, namely homogeneity test with the

results of p-value 0.163 which showed that the

samples taken were identical because more than sig

0.05. The results of the study indicated that there are

differences in the average value of the three

authentic assessment applications with p-value 0.00.

Among the three assessment, the most effective is

the assessment of the project with the mean

difference showing a value of 3.371. Therefore

authentic assessments are very effective in learning

to improve students' scientific performance.

When compared with this research, Sutaryo

(2016) conducted a study more on how the

assessment of learning, assessment for learning and

assessment as learning were carried out both at the

perspectives and experiences level of the related

parties in higher education. Meanwhile, the research

conducted by Sa'idah, Yulistianti, and Farida (2017)

focused on the effectiveness of the use of authentic

judgments in Indonesian language learning by

involving students at the MA level.

This study focuses on the use of authentic

assessments in the Subsidized Pre-Service PPG

Program for the English Language Education Study

Program, especially on the skills aspect by involving

PPG students to see how their views and experiences

in using authentic judgments.

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3 RESEARCH METHOD

3.1 Method and Design

This study used a qualitative research method

(Creswell, 2014) with a case study research design.

This research is qualitative research because the

researchers want to know in detail the phenomena

being studied rather than trying to associate between

two or more variables. This study used a qualitative

method because it is characterized by data collection

techniques that primarily used interview according

to the research problem as suggested by Bloch

(2004), Creswell (2012), and deVaus (2014). In

addition, the data obtained from interviews and

observations were in the form of text (words) and

not in numbers, and analyzed to look for

descriptions of themes that arise through text

analysis rather than statistical analysis. Creswell

(2012) states that in qualitative research "at each

stage of the research process: exploring a problem

and developing a detailed understanding of a central

phenomenon; ... collecting data based on words ...;

analyzing the data for description and themes using

text analysis.

The case study design was used because of

Khairun University where the Subsidized Pre-

Service PPG Program was held as the bounded

system (Creswell, 2012; Stake, 2005; Yin, 2003)

which means Khairun University is a system that is

bound or inseparable from the PPG program.

3.2 Subjects of the Research

This study involved a number of research subjects

consisting of all PPG students (11 people outside

one research member) at the Subsidized Pre-Service

PPG Program for the English language Education

Study Program 2018,

3.3 Sites and Time of the Research

The research was carried out at Teacher Training

and Education Faculty (FKIP) of Khairun

University, the location where the Subsidized Pre-

service PPG Program was held and in partner

schools (SMP Negeri 2 Ternate and SMA Negeri 4

Ternate) where PPG students carried out teaching

practicum (PPL). FKIP Khairun University is

located on Campus I, Akehuda Village, Jl. Bandara

Sultan Babullah, Ternate. SMP Negeri 2 and SMA

Negeri 4 are located in Dufa-Dufa Village. This

research was carried out for 3 (three) months starting

from August to October 2018.

3.4 Data Collection Technique

The data collection technique used in this study was

an interview. Interviews were conducted for 11

students of the Subsidized Pre-Service PPG program

at the English Language Education Study Program

of Khairun University. PPG students at Khairun

University were interviewed about their views and

experiences in using authentic assessments in

assessing their students learning of English at

partner schools during their teaching practicum

(PPL). Interview questions are as attached (See

Appendix 1). Interviews were conducted face-to-

face at agreed locations using good and correct

Indonesian. During the interview, each respondent's

answers were recorded using a recording device

prepared by the researchers for further transcripts as

needed. The interview question guideline as attached

used was more semi-structured because this

interview question guide could develop during the

interview process as long as it was still relevant to

the points being studied.

3.5 Data Analysis Technique

The technique used to analyze the data obtained

through interviews are thematic analysis. In this

case, interview data that have been transcribed as

needed were analyzed thematically using a

qualitative data analysis framework from Miles and

Huberman (1994), Seale (2004), Fielding (2008, and

Saldana (2013), who include "coding, categories,

and emerging themes." Especially, for interview data

were analyzed through the following stages:

a. The transcript of the interview was coded.

b. Coding from the PPG students was made with a

category and theme.

c. The themes emerged from interviews from the

respondent s were concluded. The themes of the

findings that emerged from both interview data

analysis were then compared. Furthermore, the

results of the findings were interpreted.

4 RESULTS AND DISCUSSION

4.1 Results

Data analysis was carried out in line with the

research question so that it is easy to understand.

The results of the analysis of student interview data

from the Subsidized Pre-Service PPG Program of

the English language Education Study Program at

Khairun University showed similar perceptions and

Exploring Students’ Perceptions and Experiences in using Authentic Assessment at Subsidized Pre-service Teacher Profession Education

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a variety of experiences using authentic assessment

rubrics. All 11 students interviewed agreed that the

use of rubric helped teachers what aspects to be

assessed. Meanwhile, their experience of using

rubric depended on the class where they did PPL

and what topics they taught. For example, PPG

student 'H' stated that in its application, the rubric of

authentic assessment helped teachers assess aspects

that should be assessed for example in speaking

skills (speaking) and writing (writing). Respondent

H expressed: "Authentic assessment used by the

teacher in skills is quite helpful also for a teacher

because for the points, for example for speaking or

writing, there have included criteria or the weight of

each point assessed in each skill". The same thing

was expressed by the respondent S: "If there is an

authentic review there, what has been called in the

rubric, the evaluation also has points such as

speaking points which are assessed".

Meanwhile, the use of authentic assessments

depended on the basic competencies and topics

taught by PPG students. The respondent 'SBM used

rubric writing assessment to assess the ability of

their students in high school to write e-mails

according to basic competency 1 and making

Congratulation cards according to basic competency

2, as revealed by SBM in the following:

"If the speaking assessment rubric has been used

because it is related to PTK. So I took rubric ratings

from the high school curriculum guidebook for

2013. Then for my product I have a product if my

first KD is in the form of e-mail because it refers to

KD and if the 2nd KD is the product form the

congratulation card and is now KD 3 is in the

interim process for the daily journal which is a note

of the assessment of attitudes and knowledge and

skills I noted as information for the following

meeting. The condition of the students is changing

so that the results of the assessment note that the

notes are recorded and for the assessment using the

rubric, I will have already stayed in what the name

implies is summarized and finalized at the end of the

study".

In addition, respondent N used rubric assessment

speaking (speaking) to assess the ability of students

to do role play and not do it at one meeting:

"For speaking, indeed for one meeting not all turn to

speak, if there is a role play, so every meeting has a

pecan role play, some of them are judged. Then the

next turn in class also when the learning process

takes place is often given like a stimulus. English

from there is where the assessment process ".

In practice, it was also revealed that there were

difficulties in using authentic rubric assessments,

especially for speaking and writing. In assessing

speaking ability (speaking) for example, the

difficulty lies in determining the ability of a student

in a range of value scales as revealed by the

respondent H in the following:

"The difficulty is generally when we assess the

student whether the results given by the student

enter on a point or scale which sometimes makes the

teacher confused to enter the student's score or

student's results on the scale criteria which is on a

very good scale or good or which ones are good and

not good ".

In addition to the difficulty of determining the

scale is also a difficulty because the number of

students must be assessed, especially in speaking

ability (speaking) individually, including other

difficulties, for example in understanding the

indicators assessed as in terms of fluency in

assessing speaking skills of students. This was

revealed from interviews with respondents S:

"Yes, he meant the difficulty, sir, because the

students here are for example 40 people if judged

one by one, e ... very difficult, very difficult. So if we

judge like that usually at presentations or in

speaking assessment, that's difficult what are the

meanings, for example speaking, do not let us give

the wrong value, for example, the students, for

example, they are fluent but we are wrong to give

the scale, for example it is difficult, sir. "

Another difficulty is when assessing speaking

skills (speaking) in groups as expressed by the PPG

student respondent G: "Because students are also

having difficulties so their presentation is not how

they read what is made together. One is directly

wrong they are the same read, so it's not detailed ".

However, not everything is difficult in using the

assessment rubric even though it takes longer to

complete it and by modifying the assessment rubric

according to its designation as revealed by the PPG

student respondent SD:

"I rate per student so each student can get an

original verb or verb because our material happens

to be present continuous tense so they make

composing a continuous tense sentence based on the

verb that I give to get together and I see so I see

based on the rubric that I made ".

"If it's only writing at least 2 hours or 3 hours.

Because it really has to be seen all. So because now

maybe that seems like there are other classes that

have not been examined."

The results of interview data analysis with PPG

students revealed the need for training to equate

perceptions about rubric assessment in question,

including by maximizing the role of Subject

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Teachers' Consultation (MGMP) so that English

language teachers can share experiences in using

assessment rubrics especially for speaking

assessment and writing. Respondents of PPG H

students stated:

"I think it is very necessary to conduct training

especially for determining the scale of each aspect

so that we do not give a scale to certain points while

the aspects assessed by students are not appropriate.

So I think there needs to be training for teachers in

terms of assessing by using authentic assessment of

students ".

The same thing was conveyed by S (a PPG

student) about the need for training to use authentic

assessment rubrics:

"Yes if for example there is training that is very

helpful because here we can be trained how or there

may be suggestions from the instructor or we can if

we have training we can discuss with others how to

overcome this how to do an authentic assessment it

applies the authentic assessment especially to the

number of students then also how to assess by

following the scale in the rubric ".

"In my opinion, the training has been very helpful

then if for example if the others are right what is the

MGMP. Now in the English MGMP, it is very

helpful for example English teachers can share

discussing how the judgments are".

In general, the advantages, difficulties, and

suggestions for the use of authentic assessments can

be summarized in the following diagram:

Figure 1: Strengths, Difficulties, and Suggestions for

Using Authentic Assessment.

4.2 Discussion

The results of the data analysis on interviews with

the perceptions and experiences of the PPG students

in using authentic assessments in the Teacher

Professional Education Program (PPG) of the

English Language Education Study Program at

Khairun University are in line with Sa'idah,

Yulistianti, and Farida's research (2017) despite

using different research methods. This is because

authentic assessments are accompanied with rubrics

that allow people who judge to understand what

should be assessed or who are perceived to

understand what will be assessed so that the assessed

party shows their best performance based on the

indicators used in the rubric.

In rubric, there is a comment column that allows

the assessor to provide a good record of what funds

should be improved so that those who are considered

able to reflect so that they can show the best

performance in the future. This is in line with the

feedback function as a hallmark of assessment for

learning as stated by Bloxham & Boyd (2007) that

assessment for learning through the inclusion of

feedback in the form of comments and notes as a

form of formative assessment to improve

competency in the future.

Revealing the difficulties in using authentic

assessments and the advice that should be made is

valuable feedback for the implementation of the

PPG Program at Khairun University towards a better

approach, especially from the aspect of

implementing the assessment using authentic

assessment.

5 CONCLUSION AND

SUGGESTIONS

5.1 Conclusion

From the analysis and interpretation of the data

above, it can be summarized as follows. In the PPG

students' practice of using authentic assessments

during their PPL to assess their school students'

competency in the English language (mainly

speaking and writing), PPG students found that the

rubric assessment used was very helpful for

teachers. The difficulty lies in understanding the

indicators that are assessed, determining the ability

of students in a range of scales and many students

who must be assessed. That is why students see the

need for equal perception through training to make it

easier for them to understand well how to judge by

using authentic judgments better.

5.2 Suggestions

From the above conclusion, the following

suggestions can be put forward:

Exploring Students’ Perceptions and Experiences in using Authentic Assessment at Subsidized Pre-service Teacher Profession Education

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a. There should be a perceptual equalization session

conducted by the organizers of the Teacher

Professional Education Program (PPG), especially in

using authentic assessments to assess the products

and learning processes of PPG students both in the

workshop on the preparation of learning instruments

and during implementing PPL programs in partner

schools.

b. The perception similarity should involve all

parties related to PPG implementation, namely

instructor lecturers, tutors, including PPG managers

and PPG students.

c. It is a need to publish assessment guidelines using

authentic assessment as a guide for instructor

lecturers, tutors, PPG managers and PPG students in

carrying out authentic assessments.

ACKNOWLEDEGMENTS

In this opportunity, the researchers would like to

thank the Faculty of Teacher Training and Education

of Khairun University for the funding assistance so

that this research could be successfully conducted as

expected.

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APPENDIX

Interview Guide: Interview Questions

1. Questions about respondents' perceptions or views

about authentic assessment.

a. What is your view of the authentic assessment

used in the PPG program at the Khairun

University's English Language Study Program?

b. What are the advantages and disadvantages

compared to other forms of assessment such as

tests?

c. What are your suggestions for the use of authentic

assessment assessments used in the PPG

program at the Khairun University English

Language Study Program?

2. Questions about the respondent's experience of

authentic assessment.

a. What is your experience about authentic

assessments used in the PPG program at the

Khairun University English Language Study

Program and at the School?

b. What are the advantages and disadvantages

compared to assessing other forms such as tests

and at school?

c. What are your suggestions for using authentic

assessment assessments used in the PPG

program at the Khairun University English

Language Study Program and at school?

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Program (SPTPEP) of English Language Education Study Program of Uni

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