THE USE OF AUTHENTIC ASSESSMENT IN ENGLISH WRITING SKILL TO THE ELEVENTH GRADE STUDENTS

Abstract

This research aimed at finding out the types, the ways, and the problems of the use of authentic assessment in English writing skill to the eleventh grade students of SMA Negeri 1 Bungku Tengah. It was based on the problem that authentic assessment is the obligatory teaching component in this era. It employed qualitative research design. The subjects of this research consisted of three English teachers and seven students. They were chosen by using purposive sampling technique. Furthermore, the data were collected by using non-test instruments: interview and documentation. From 41 times of assessment, common types of authentic assessment used by teachers are performance assessment for 44% and teacher observation for 44%. Meanwhile, the teachers do not do portfolio assessment perfectly with the percentages 7%. For self-assessment, they do not do it properly with the percentages 5%. In addition, there are some problems in the use of authentic assessment. It can be concluded that the use of authentic assessment to the eleventh grade students of SMA Negeri 1 Bungku Tengah needs improvement. It is because only two of four types of authentic assessment are used properly and there are some problems in the use of authentic assessment.