ABSTRACT

Indriani, L. E. (2017). Teachers’ Beliefs about Authentic Assessment in

Curriculum 2013. Yogyakarta: English Language Studies Graduate Program
Sanata Dharma University

Teachers’ beliefs influence significantly the way teachers think, act, and
behave. There are several areas of beliefs teachers hold, one of them is beliefs
towards assessment. Schools in Indonesia apply curriculum 2013 which require
teachers to use new forms of assessment namely authentic assessment. This study
is aimed at finding out the beliefs teachers hold about authentic assessment
applied in curriculum 2013.
This mixed-method study was conducted in three high schools in
Yogyakarta. Thirteen English teachers from those schools were given
questionnaire. The interviewees were three teachers selected from the thirteen
teachers, one from each school.
From this study, it was found that teachers hold beliefs that authentic
assessment is practical since the rubrics are already provided by schools where
they work. Authentic assessment is also applicable for today’s teaching and
should replace traditional assessment because assessment tools such as tests only
measure students’ cognitive aspects. Furthermore, by using authentic assessment
tools teachers are able to gain information about students’ strengths, weaknesses,
and learning achievement as well as determining students’ skills and knowledge.
Teachers also believe that authentic assessment promotes students’ development
not just language skills but also soft skills. By using authentic assessment,
students are more motivated to learn especially when the materials and activities
are interesting. Authentic assessment can promote higher order thinking process
since it gives stimulation to students in order to have deeper learning. Learning is
a continuous process; hence, authentic assessment provides opportunities for
teachers to assess students’ learning process. Teachers believe that authentic
assessment provides meaningful and challenging tasks for students. Students are
also required to integrate their skills and knowledge to deal with problems they
find during the process of learning. Teachers also hold belief that by using
authentic assessment, they can evaluate their teaching. This research also found
several assessment tools used by teachers in their classroom such as observation,
portofolio, presentation, oral reports, projects, experiments, self-assessment, and
peer-assessment.

Keywords: teachers’ beliefs, authentic assessment, curriculum 2013

xiii
 ABSTRAK

Indriani, L. E. (2017). Teachers’ Beliefs towards Authentic Assessment in

Curriculum 2013. Yogyakarta: English Language Studies Graduate Program
Sanata Dharma University

Keyakinan guru sangat berpengaruh terhadap cara guru berpikir, bertindak,

and bersikap. Ada beberapa area keyakinan yang dimiliki guru, salah satunya
adalah keyakinan tentang penilaian otentik. Sekolah-sekolah di Indonesia
menggunakan kurikulum 2013 yang mengharuskan guru menggunakan bentuk
penilaian yang baru yaitu penilaian otentik. Penelitian ini bertujuan untuk
mengetahui keyakinan yang dimiliki guru terhadap penilaian otentik pada
kurikulum 2013.
Penelitian yang menggunakan metode campuran ini dilakukan di tiga SMA
di Kota Yogyakarta. Tiga belas guru Bahasa Inggris dari tiga sekolah menengah
atas di Kota Yogyakarta diberikan kuesioner. Guru yang diwawancarai dipilih
dari tiga belas guru tersebut, satu dari setiap sekolah.
Dari penelitian ini ditemukan bahwa guru mempunyai kepercayaan bahwa
penilaian otentik itu praktis karena rubrik penilaian sudah disediakan oleh sekolah
tempat mereka bekerja. Penilaian otentik juga bisa diaplikasikan untuk
pembelajaran masa kini dan sebaiknya digunakan untuk menggantikan penilaian
tradisional karena alat penilaian seperti test hanya menilai aspek kognitif. Selain
itu, dengan menggunakan alat penilaian otentik, guru mampu memperoleh
informasi tentang kekuatan, kelemahan, and pencapaian belajar siswa dan juga
menentukan ketrampilan dan pengetahuan siswa. Guru juga percaya bahwa
penilaian otentik mendorong perkembangan siswa tidak hanya ketrampilan bahasa
tetapi juga soft skill. Dengan menggunakan penilaian otentik, siswa akan lebih
termotivasi untuk belajar terutama ketika materi dan aktivitasnya menarik.
Penilaian otentik bisa mendorong proses pemikiran yang lebih tinggi karena
memberikan stimulasi kepada siswa untuk belajar lebih dalam. Belajar adalah
proses yang berkelanjutan sehingga penilaian otentik memberikan kesempatan
kepada guru untuk menilai proses belajar siswa. Guru percaya bahwa penilaian
otentik memiliki tugas yang penuh arti dan menantang untuk siswa. Siswa juga
diharuskan untuk mengintegrasikan ketrampilan dan pengetahuan untuk
menyelesaikan masalah yang mereka temui selama proses belajar. Guru juga
mempunyai keyakinan bahwa dengan menggunakan penilaian otentik, mereka
dapat mengevaluasi pengajaran mereka. Penelitian ini juga menemukan beberapa
alat penilaian yang digunakan guru di kelas yaitu observasi, portofolio, presentasi,
pelaporan lisan, proyek, eksperimen, penilaian diri, dan penilaian berpasangan.

Kata kunci: keyakinan guru, penilaian otentik, kurikulum 2013

xiv
 1

CHAPTER I
INTRODUCTION

A. Research Background

Education is, undeniably, one of the most important factors which affect a

country’s. Indonesian government puts education in concern since they expect the

products of education bring Indonesia to develop further. One of the attempts to

produce good learning outcomes is by evaluating the curriculum periodically in

order to develop the quality of education in Indonesia. High demand on qualified

human resources causes the adjustment and modification of the curriculum in

Indonesia. The Asean Free Trade Area (AFTA) is also one of the reasons for

Indonesian to prepare graduates to compete nationally and globally. The Asean

Economic Community (AEC) is also one of the challenges Indonesia government

should deal with. Hence, with the new curriculum, curriculum 2013, Indonesia is

able to create qualified human resources to compete with other countries

especially in ASEAN.

Curriculum 2013 is the development of the previous curriculum which is

curriculum 2006 or Kurikulum Tingkat Satuan Pendidikan (KTSP). Curriculum

2013 emphasizes on the use of scientific learning approach which requires

teachers to change from teacher-centred learning to student-centred learning.

Scientific learning approach is a learning process which underlines scientific

approach to help students solve problems through a series of inquiry activity

which demands students to think critically, creatively, and to communicate in

order to gain understanding (Abidin 2014). Similarly, Kuhlthau, Maniotes, and

Caspari (2007 as cited in Abidin 2014) argue that scientific learning includes
process such as identifying problems, presenting hypotheses, collecting data,

analysing data, and making conclusion. Using scientific approach students are

expected to be able to observe, ask, try, process, and communicate to gain

knowledge on certain subject (Nasution 2013). The scientific model stated in

curriculum 2013 requires students to learn through five steps which are observing,

questioning, experimenting, associating, and communicating a problem.

Moreover, curriculum 2013 emphasizes on the use of authentic assessment.

Authentic assessment implemented in curriculum 2013 is developed to encourage

students to apply their knowledge in real-life contexts (Wiggins 1989 in Mazarno,

Pickering, & McTighe 1993; Hambleton, 1996). Similarly, O’Malley & Pierce

(1996: 4) describes authentic assessment as an evaluation process that “involves

multiple forms of performance measurements reflecting the students’ learning,

achievement, motivation, and attitudes on instructionally-relevant classroom

activities”. Authentic assessment is used to measure students’ attitude, skills, and

knowledge as result of learning (Kosasih 2014). Authentic assessments measure

students’ capability to perform the competencies in real world and to give

stimulation to students to have deeper learning and develop their professional

skills (Gulikers 2006; Gulikers, Bastiaens, & Kirschner 2004). Based on

Education Minister Issue No. 66 2013, authentic assessment is defined as an

assessment which is conducted comprehensively in order to assess learning input,

learning process, and learning output. It is in line with the goal of assessment

which is “the acquisition of high-order thinking processes and competencies

instead of factual knowledge and basic skills” (Gulikers, Bastiaens, & Kirschner

2004: 67). Authentic assessment is carried out during the learning process.
Teachers can observe, interview, and question students while the learning process

are taking place. The implementation of authentic assessment has positive

influence on students learning and motivation (Herrington & Herrington 1998 as

cited in Gulikers, Bastiaens, & Kirschner 2004). Authentic assessment combines

“teachers’ teaching, students’ learning activities, motivation and engagement of

learner, as well as learning skills” (Aini, Hadisaputri, & Arsita 2015: 2). In 2104,

Education Minister issued a new regulations number 104. In this regulation,

authentic assessment is defined as forms of assessment which require students to

perform attitudes, use knowledge and skill they obtained from process of learning

in real-life contexts.

Curriculum 2013 expects teachers to use portfolio to assess students and to

encourage students to do self-assessment. Education Minister issues a regulation

No. 66 2013 which requires teachers to assess three aspects of learning namely

attitudes, knowledge, and skills. Based on the regulation, observation, self-

assessment, peer-assessment, and journal can be applied to assess students’

attitudes. Assessing students’ knowledge, using written test, oral test, and

assignment are recommended. Assessing learning skills can be done through

practice test, portfolio, and projects. Performance assessment, portfolio, self-

assessment, and observations are forms of authentic assessments (O’Malley &

Pierce 1996). Journals, practical work, exhibitions, projects, presentations,

discussions, interviews, observations, and peer-assessment are examples of

assessment tools which can be used in assessing students.

Authentic assessment tools such as presentation, project, oral reports, and

portfolio have been introduced in curriculum 2004. However, teachers do not give
special attention to it yet. Traditional assessments such as tests are teachers’

favourite since they are easy and simple in terms of analysing students’ score.

Traditional assessments, however, cannot be used to gather information about

what and how the students learn (Resnick & Klopfer 1989 in O’Malley & Pierce

1996). Authentic assessment provides complete description of students’

performance, growth, and progress (Van Wyk & Carl 2010).

Using authentic assessment is demanding and time-consuming since

teachers are required to assess students during the learning process. It is a

complex and demanding process (Aini, Hadisaputri, & Arsita 2015). It requires

teachers to consider assessments techniques which are suitable for their

classroom. However, many teachers find difficulties in implementing authentic

assessment in curriculum 2013. The difficulties are related to the development of

instrument for assessing attitudes, the criteria for grading, the rubric to assess

skills, the integration of scores from different assessments, and the description of

the result of students’ learning (Retnawati, Hadi, & Nugraha 2016). Those

problems emerge as a result of the lack of teachers’ understanding of curriculum

2013.

This research strives to explore the teacher beliefs about the implementation

of authentic assessment. Teachers’ belief of authentic assessment is essential since

belief influences not only how teachers perceive and develop the assessment but

also affect their future behaviour towards the assessment (Gulikers 2006).

Teachers’ beliefs become important since they are closely related to teachers’

strategies to cope “with challenges in their daily professional life and to their

general well-being, and they shape students’ learning environment and influence
student motivation and achievement” (OECD, 2009: 89). Hence, teachers’ beliefs

are important since it constructs their understanding on authentic assessment and

influences their teaching practices.

B. Problem Identification

The information teachers gain from authentic assessment are essential for

evaluating students learning since it provides comprehensive description of

students’ learning process. The use of authentic assessment has appeared in the

previous curriculums. In curriculum 2004 in which competencies are the focus of

curriculum development, teachers require to assess their students using several

authentic assessment tools such as presentation, project, oral report, story-telling,

and peer-assessment. Similarly, curriculum 2006 also includes the use of authentic

assessment in developing assessment. However, in those two curriculums, tests

are still the main source for determining the success of students’ learning process.

In English language learning, the use of authentic assessment is essential

since it supports the purposes of assessment in English language learning which

are for screening and identification, placement, reclassification, monitoring

students’ progress, program evaluation, and accountability (O’Malley & Pierce

1996). Hence, authentic assessment helps teachers to accomplish the purposes of

assessment in language learning. Portfolios, projects, oral tests, journals, and

observations can be the source for teachers to determine students’ learning

progress. The use of authentic assessment also improves students’ learning and

allows teachers to review their teaching (Azim & Khan 2012; Aini, Hadisaputri,

& Arsita 2015).

 Meanwhile, many teachers find using authentic assessment is complex and

demanding since it needs more effort from teachers especially when it comes to

the end of the semester. Using authentic assessment teachers are required to

design their own assessment, determine scores and grades, and report students’

learning progress to their parents. Many teachers may perceive that using

authentic assessment are exhausting and tiring. Hence, it is important that teachers

have sufficient knowledge of the importance of authentic assessment which may

influence their beliefs towards the implementation of authentic assessment.

C. Problem Limitations

Education and experience form teachers’ beliefs Johnson (1994 in

Mohamed 2006). It influences the way teachers teach and conduct the learning

process (Fives & Buehl 2012; Lederman 1992; Wilson & Cooney 2002 in Skott

2015). What a person believes influences his perception and behaviour

(Mohamed, 2006). Thus, teachers’ beliefs construct their perception and

behaviour towards learning and teaching which may affect the success of teaching

and learning in the classroom.

Hence, this research tries to find out what teachers’ perception, thoughts,

and behaviour towards the implementation of authentic assessment. The

participants are teachers who have implemented curriculum 2013 and authentic

assessment in their classrooms since 2013. They teach at several schools where

this curriculum was piloted.

 he participants’ perception and thoughts towards authentic assessment are

explored. As teachers, participants have their own beliefs about how they

implement and develop authentic assessment in their classrooms. This research

focuses on what the participants understand about authentic assessment and how

they perceive the use of authentic assessment.

D. Research Questions

The questions addressed in this study is What beliefs do teachers hold about

authentic assessment in curriculum 2013?

E. Research Objectives

This study’s objective is to know what beliefs teachers hold about authentic

assessment in curriculum 2013. In order to understanding about teachers’ beliefs,

it is important to explore what values and assumptions teachers have about

authentic assessment. Beliefs affect perception and later it influences how a

person processes new information (Nisbett & Ross 1980 in Mohamed 2006).

What teachers know and understand about language teaching and learning is

influenced the way they conduct and manage learning.

Therefore, the writer expects that the teachers understand the importance of

authentic assessment with the intention of gaining more information about

students’ learning process. This study also attempts to know what assessment

tools the participants employed in their classroom and how they employ them for

assessing students.
F. Research Benefits

This research is expected to give significant influences on students’ learning

process especially related to the use of authentic assessment. The descriptions and

assumptions about the use of authentic assessment hopefully provide meaningful

information for teachers and future teachers on how they form their beliefs and

understanding on the issue. For English language teachers, this study provides

significant information which may help them to understand the use of authentic

assessment in the classroom.

Furthermore, it is expected that the result of this study is useful for future

researchers who want to conduct research on authentic assessment. How teachers

perceive and understand the issue will significantly influence the teaching and

learning process. Therefore, what teachers believe about authentic assessment will

influence students’ learning.

 CHAPTER II

LITERATURE REVIEW

This chapter is intended to review some theories related to the issue of the

study and to formulate the theoretical framework. For this reason, the researcher

divides this chapter into three major sub-headings, namely theoretical description,

review of related research reports, and theoretical framework. The theoretical

description provides the theoretical review of the issues, review of related research

reports provides review of relevant studies, whereas the theoretical framework

explains the thread of the theories to formulate the orientation of the study.

A. Theoretical Review

In this part, there are descriptions of several theories supporting this study.

The theories described in this part are the theories of teachers’ beliefs and

authentic assessment

1. Teachers’ Beliefs

Understanding teachers’ beliefs is one of points of teaching. Teachers’

beliefs have essential effects on teaching and learning since it is related to

teachers’ personal views and values of teaching. Thus, it is important to

understand the nature of teachers’ beliefs.

a. The Nature of Teachers’ Beliefs

Belief influences the way people act, think, and behave. It is a variable

which differs individual (Ellis 2008). Belief is the most valuable construct in

teacher education (Pintrich 1990 in Zacharias 2003). How people construct their

judgements and evaluation about themselves and the environment around them is

influenced by the beliefs they hold (Dilts 1999 in Zacharias 2003). Belief is a

value which influences someone’s performance and action (Taylor 2003 in

Puspitasari 2013). It is an instrument which is used to define tasks and behaviours

(White 1999 in Puspitasari 2013). Similarly, Johnson (1994 in Mohamed 2006)

argues that beliefs are products of a person’s education and experience. As for

Pajares (1992: 309), he describes belief as:

attitudes, values, judgments, axioms, opinions, ideology, perceptions,

conceptions, conceptual systems, preconceptions, dispositions, implicit
theories, explicit theories, personal theories, internal mental processes,
action strategies, rules of practice, practical principles, perspectives,
repertories of understanding, and social strategy, to name but a few that
can be found in the literature

Pajares (1992) also proposes the synthesis of beliefs. First, new beliefs are

usually weak and easy to change. Second, beliefs are self-perpetuates, static, and

not easy to change. Third, all the beliefs that people acquire through cultural

transmission process are developed in a system. Fourth, people’s behaviour helps

them to prioritize beliefs. Fifth, perception and behaviour are influenced by

beliefs. Sixth, in the critical role of beliefs are defining behaviour and organizing

knowledge and information. Nespor (1987 as cited in Pajares 1992) states that
belief is stronger than knowledge since it has stronger affective and evaluative

components.

Teachers hold certain beliefs which significantly influence their teaching

principle. It is part of teacher cognition. Teacher cognition is described as “what

teachers know, believe, and think” (Borg 2003: 81). Beliefs are derived from

practice, personality factors of teachers, teachers’ educational factors, research-

based evidence, and principles as a result of an approach and method (Richards &

Lockhart 1994). Richards (1996) argues that beliefs are maxims which teachers

use to plan and maintain order and discipline in the classroom. Maxims are also

developed by teachers in involving, encouraging and motivating learners, and

empowering learners. Furthermore, maxims are described by Richards (1996)

below.

Maxims are the outcomes of teachers’ evolving theories of teaching

which reflect teachers’ individual philosophies of teaching, developed
from their experience of teaching and learning, their teacher education
experiences, and from their own personal beliefs and value system
(Richards 1996: 293)

Teachers’ beliefs are important for teachers since they play critical role in

defining teaching tasks and organizing the knowledge and information (Nespor

1987 in Zacharias 2003). What teachers do in the classroom is determined by their

knowledge and beliefs about teaching, subject matter, and learners (Rokeach 1969

in Skott 2015). Teachers’ beliefs influence students’ development and teachers’

teaching (Doyle 1997 in Tolbert 2006). What teachers plan and do in the

classroom are the result of their beliefs on teaching and learning.

b. Areas of Teachers’ Beliefs

Calderhead (1996) proposes five areas of teachers’ beliefs. They are

described below.

1) Beliefs about learners and learning. The way teachers interact with their

students and proceed towards learning tasks are influenced by the

assumptions teachers make. Teachers’ judgements of students and

students’ behaviour toward them are influenced by various features

students have (Levine & Wang 1983 in Calderhead 1996)

2) Beliefs about teaching. It is related to beliefs teachers hold about

teaching purposes. Teachers’ beliefs about teaching are usually formed

early when they were students teachers and may change when they have

more teaching experiences.

3) Beliefs about subjects. Each teacher has their own belief towards subject

area they teach so they can perform tasks effectively.

4) Beliefs about learning to teach. Student teachers usually have beliefs

about their professional development and how they learn to teach. On

the other hand, experienced teachers have restricted and simple

explanation. Hence, the beliefs about learning to teach that student

teachers hold affect the way they approach professional learning and

aspect of their pre-service program (Calderhead and Robson 1991 in

Calderhed 1996)

5) Beliefs about self and the teaching role. High level of personal

involvement is required in teaching. Teachers’ value and personality

plays important role in establishing relationship with students I order to

 maintain students’ interests and develop productive working

environment.

2. Authentic Assessment

Generally, there are two types of assessment, formative and summative

assessment. Formative assessment is assessment which is “carried out during the

learning process as an intervention that is designed to encourage further learning

and change” (Fulcher & Davidson 2007: 372). Formative assessment associates

with feedback which teachers give to students which may be helpful for students

to improve their performance (Harmer 2007). Formative assessment may result in

changes and development in students’ performance. Students’ oral and written

performance can be assessed using formative assessment. On the other hand,

summative assessment is “assessment which is conducted at the end of a program

of study to assess whether and how far individuals or groups have been

successful” (Fulcher & Davidson 2007: 376). Summative assessment is usually

used for a one-off measurement and conducted to round things off (Harmer 2007).

Summative assessment is usually in the form of tests and exams.

Authentic assessment, moreover, has also been called as alternative

assessment and has been broadly used to replace summative assessment which is

considered to be ineffective. Summative assessment, which usually comes in the

form of tests, is not sufficient to describe the process and progress of students’

learning. Using summative assessment, teachers are unable to gather information

about what and how the students learn (Resnick & Klopfer 1989 in O’Malley &

Pierce 1996). Teachers need assessments which enable them to have

comprehensive description about students learning. Therefore, authentic

assessment is suitable for this purpose.

Assessment is important to measure students’ learning outcomes. It is a

process of collecting information which describes the development of students’

learning (Kunandar 2013). The information provided by assessment is used to

make sure that students experience learning process in the right track. Assessment

should not audit but educate and improve students’ performances (Wiggins 1998).

Hence, Wiggins (1998) defines five key ideas of assessment. First, assessment

should focus on purpose, not the techniques or tools of assessment. Second,

assessment is “a moral matter” in which makes students should become more

educative and should evaluate teachers teaching. Third, assessment is central to

instruction which means assessment provides adjustment of the learning goals.

Fourth, assessment “anchors teaching and authentic tasks anchor assessment”

(Wiggins 1998: 18). It means that students are able to see how they implement

their knowledge and skills in a real-life situation. Fifth, “all improvement is local”

(Wiggins 1998: 18) which means the result of assessment should improve the

learners and school itself.

For some reason, teachers have different perceptions towards the purposes

of assessment. Barnes, Fives, & Dacey (2015) mention about different purposes of

assessment teachers hold based on several researches conducted. First, teachers

believe that assessment should facilitate learning (Harris & Brown 2009; Karp &

Woods 2008). Second, assessment is meant to “diagnose students’ progress in

acquiring knowledge and developing skill” (Karp & Woods 2008 in Barnes,

Fives, & Dacey 2015). Third, assessment evaluates student performance,

classroom instruction, learning process, and teacher effectiveness (Davis &

Nietzel 2011; Remersal 2007). Fourth, assessment is a tool to motivate students

when it offers competition and information (Harris & Brown 2009). Fifth,

assessment improves teaching and learning process (Brown 2004).

Assessment such as tests and exams are no longer suitable especially in the

field of English Language Learning (ELL). O’Malley and Pierce (1996) propose

six purposes of assessment in ELL. First, assessment is used to screen and identify

students’ eligibility for certain language program. Second, assessment is used to

place students based on their language proficiency and competencies in order to

have appropriate program. Third, assessment in language learning is important to

determine whether or not a student has achieved certain language skills and

competencies. Fourth, teachers use assessment in order to monitor students’

progress. Fifth, assessment is used to evaluate the programs. Sixth, the use of

assessment is important to guarantee the achievement of educational goals or

standard. Hence, performance based assessments are more suitable since they are

able to provide information teachers needed.

a. Definition

Authentic assessment has been widely used in ELL. Authentic assessment is

believed to be more comprehensive in terms of providing information about

students performances and learning process. Authentic assessment allows students

to experience meaningful tasks by applying their knowledge and skill in “real

world” context (Wiggins 1989 in Mazarno, Pickering, & McTighe 1993; Nitko &

Brookhart 2011). Authentic assessment also emphasizes on the development of

assessment tools in order to have accurate mirror and measurement of what we

value in education (Hart 1994).

Moreover, authentic assessment is also described as an evaluation process

that “involves multiple forms of performance measurements reflecting the

students’ learning, achievement, motivation, and attitudes on instructionally-

relevant classroom activities” (O’Malley & Pierce 1996: 4). Aini, Hadisaputri, &

Arsita (2015: 411) state that authentic assessment is “a measurement significantly

to the result of learning on the attitudes, skills, and knowledge”. In Pusat

Kurikulum (2009), authentic assessment is described as a process of collecting,

reporting, and using information about students’ learning achievement by

implementing assessment principles, continuous process, authentic, accurate, and

consistent proofs as public accountability (Pusat Kurikulum 2009). Furthermore,

Retnawati, Hadi, & Nugraha (2016) describe authentic assessment as:

A process of assessing global awareness and the process requires that

students should demonstrate a deeper understanding of the thinking, the
motivation, and the actions of various cultures in order to successfully
respond to the communities and the workplaces that extend well beyond
their current comfort level (Retnawati, Hadi, & Nugraha 2016: 34)

Another definition of authentic assessment proposed by Nurgiyantoro

(2011) is an assessment which is aimed at assessing the result of students’

learning as well as the factors which affect students’ learning such as the teaching

itself (Nurgiyantoro 2011). Authentic assessments measure students’ capability to

perform the competencies in real world and to give stimulation to students to have

deeper learning and develop their professional skills (Gulikers 2006; Gulikers,
Bastiaens, & Kirschner 2004). Therefore, authentic assessment measure students’

attitudes, skills, and knowledge which are the result of learning (Kosasih 2014).

Based on Education Minister Issue No. 66 2013, the definition of authentic

assessment is an assessment which is conducted comprehensively in order to

assess learning input, learning process, and learning output. Authentic assessment

is in line with the goal of assessment which is “the acquisition of high-order

thinking processes and competencies instead of factual knowledge and basic

skills” (Gulikers, Bastiaens, & Kirschner 2004: 67). What authentic assessment

provides is complete description of students’ performance, growth, and progress

(Van Wyk & Carl 2010). Authentic assessment also provides the combination of

“teachers’ teaching, students’ learning activities, motivation and engagement of

learner, as well as learning skills” (Aini, Hadisaputri, & Arsita 2015: 2).

However, an issue about the authenticity of authentic assessment has

emerged. An assessment is considered to lack of authenticity if it fails to provide

real-life context for students (Yitian 2014). Context is very important in authentic

assessment, therefore, an assessment is considered to be inauthentic when it

cannot provide real-life context.

The definition of authentic assessment in this study is an assessment process

which provides opportunity for students to apply their knowledge and perform

their skills in real-life context. In curriculum 2013, authentic assessment is used

to measure students’ attitudes, skills, and knowledge. By using the authentic

assessment, teachers are able to gather information on the development of

students’ learning. The information about students’ learning is important because

teachers can also evaluate their own teaching. Authentic assessment should not
provide scoring but detail description of what students have achieved during the

learning process.

b. Characteristics of Authentic Assessment

Authentic assessment is different from the traditional assessment which

teachers usually use. Hart (1994) believes that an assessment is authentic when it:

(1) provides tasks which are worthwhile, significant, and meaningful; (2) involves

higher-order thinking skills and organization of knowledge; and (3) has explicit

standards to measure students achievement. Moon, Brighton, Callahan, &

Robison (2005) propose eight characteristics of authentic assessment.

1) are focused on content that is essential, focusing on the big ideas or

concepts, rather than trivial micro facts or specialized skills;
2) are in-depth in that they lead to other problems or questions;
3) are feasible and can be done easily and safely within a school and
classroom;
4) focus on the ability to produce a quality product or performance, rather
than a single right answer;
5) promote the development and display of students strength and expertise
(the focus is on what student knows);
6) have criteria that are known, understood, and negotiated between the
teacher and student before the assignment begins;
7) provide multiple ways in which students can demonstrate they have met
the criteria, allowing multiple points of view and multiple interpretations;
8) require scoring that focuses on the essence of the task and not what is
easiest to score. (Moon, Brighton, Callahan, & Robison 2005: 120)

Richardson, Morgan, & Fleener (2009 as cited in Abidin 2014) propose

characteristics of authentic assessment as follows: (1) contains of important tasks

which are designed to represent certain knowledge; (2) emphasizes on high level

thinking ability; (3) has assessment criteria which are explained before the

learning process; (4) promotes integration on daily basis makes it difficult to

differentiate between assessment and learning; (5) changes on teachers’ roles from
delivering knowledge to facilitating learning, being models and friends in

learning; (6) students know that they need to present the work they have achieved

so that they do the tasks seriously; and (7) students know that they the process and

products of their learning will be assessed.

Wiggins (1998) believes that an assessment is authentic if the task is also

authentic. Hence, Wiggins believes an assessment task is authentic if it:

1) “is realistic”. It means the task replicate a situation where students are

required to use their knowledge and abilities in real world situations.

2) “requires judgement and innovation”. The task should encourage

students to effectively apply their knowledge and skills in solving

problems.

3) “asks the students to do the subject”. Students are required to perform

explanation and work related to the subject.

4) “replicates and stimulates the contexts in which adults are tested in the

workplace” The task should be designed to help students experience in

real-life contexts.

5) “assesses students’ ability to efficiently and effectively use a repertoire

of knowledge and skill” in finishing a complex task

6) “allows opportunities to rehearse, practice, consult resources, and get

feedback on and refine performances and product”. In developing

assessment tools, teachers need to focus on students learning, make sure

that students produce high-quality products, and help students to use the

resources to improve their performances (Wiggins 1998: 22-24)

c. Authentic Assessment Forms

O’Malley & Pierce (1996) divide authentic assessment into three forms

namely performance assessment, portfolio assessment, and self-assessment. Hart

(1994) adds observations as one of authentic assessment forms. Forms of

authentic assessments which are discussed in this section are performance

assessment, portfolio, and observation.

1) Performance Assessment

In the field of ELL, students are required to perform their language skills;

speaking, listening, reading, and writing. Hence, performance assessment is

important. Performance assessment requires students to constructs both oral and

written response (Feuer & Fulton 1993; Herman, Aschbacher, & Winters 1992 in

O’Malley & Pierce 1996). It expects students to perform their ability and teachers

assess students’ performance including attitudes, skills, and knowledge.

Performance assessments are active assessment designed to assess students’

ability in using knowledge and skills in various contexts and situations (Hart

1994). Careful selection of tasks and scoring is important in order to make sure

the assessments are effectively used (Hambleton 1996). Performance assessment

is meant to assess understanding, complex skills, and thoughts that are not

presented in conventional tests (Hart 1994). There are eight characteristics of

performance assessment according to Aschbacher (1992), Herman, Aschbacher, &

Winters (1992) (in O’Malley and Pierce, 1996): (1) constructed response; (2)

higher-order of thinking; (3) authenticity; (4) integrative; (5) process and product;
(6) depth versus breadth; (7) public and known criteria; and (8) authentic oral

assessment.

Oral reports, writing samples, exhibitions, presentations, and demonstrations

are example of performance assessment tools. To assess students’ oral language,

assessment such as oral interview and story or text telling can be applied.

O’Malley & Pierce (1996) believe that authentic oral assessment should provide

opportunities for students to use language in a situation based on everyday life.

Tasks should reflect the use of authentic language and the use of language in real-

world tasks. Teachers should assess students’ oral proficiency regularly. Oral

interview and story or text telling can provide information on how well students

listen and read.

Writing samples are also a form of performance assessment in which

students perform ability to compose writing. Writing samples help teachers to

assess students’ writing skills, ability to formulate ideas, and ability to produce

sentences which are grammatically correct. Moreover, presentations, exhibitions,

and demonstrations are also kinds of performance assessment. Through

presentations, teachers are not only able to assess students’ oral proficiency but

also their knowledge and skills of the subject and their attitudes towards the tasks.

Presentations and demonstrations can also be used to assess how well students

listen to the explanation given by other students by giving them opportunity to ask

questions.

Performance assessment has several advantages (Hambleton 1996). First,

the instructional goals can be communicated clearly. Second, performance

assessments are able to measure complex learning outcomes. Third, they provide
a means to assess the process and products of learning. Hence, teachers are able to

assess students’ strengths and weaknesses and also the process and products.

Fourth, students actively participate in the construction of meaning.

2) Portfolio

Portofolio is the records of what students’ have done during the learning

process. Portfolio “provides evidence of student effort” (Harmer 2007: 380). It

represents what students can do with the knowledge they have. Portfolio has

advantages that it “increases the quantity and quality of writing and contributes to

students’ cognitive development” (Dellinger 1993 in O’Malley and Pierce 1996).

Portfolio also allows students to become more autonomous and to assess their

own learning since reflection on the work, analysis on progress, and setting

improvement goals can be facilitated (Harmer 2007; O’Malley & Pierce 1992;

1996). Portfolio documents students’ learning over time (Hart 1994; Herbert

2001). It allows students to think about their own learning and responds to their

own needs (Herbert 2001). Portfolio holds evidence of students’ skills, ideas,

interests, and achievements (Hart 1994).

Portfolio has three essential elements (O’Malley & Pierce 1996). The first

element is sample of student work. Portfolio contains samples of student work in

which teachers can use to gather evidence of students achievement. Portfolio is

more individualized. It reflects students’ personal improvement. The second

element is student self-assessment. Portfolio does not only contain information of

students’ progress but also how well students assess and reflect their own

learning. A portfolio is not a portfolio if there is no self-assessment and reflection

(Paulson, Paulson, & Meyer 1991; Tierney, Carter, and Desai 1991; Valencia

1990 as cited in O’Malley & Pierce 1996). “A portfolio is a unique opportunity

for students to learn to monitor their own progress and take responsibility for

meeting goals set jointly with the teacher” (O’Malley & Pierce 1996: 36). The

third element of portfolio is clearly stated criteria. Teachers should specify the

criteria and standards which will be used to assess students’ work. The criteria and

standards for the portfolio should be clear for students by involving students to set

the goals and standards.

Hence, portfolio provides collection of students works which allow teachers

to gain information about students’ learning progress. The key part of portfolio is

student self-assessment in which students reflect and monitor their own progress.

By reflection and monitoring their own progress, students are expected to be more

autonomous and responsible of their own learning process. Portfolio is an

individualized report of students’ learning performance over time. It is important

to make sure that both teachers and students understand the purpose of using

portfolio as an assessment.

3) Self-assessment

Self-assessment is an assessment which promotes students’ direct

involvement in learning (O’Malley & Pierce 1996). It is a key element in

authentic assessment since students’ improvement in learning also depends on

how well students evaluate themselves and set goals of improvement. Otherwise,

students will not achieve any improvement in their learning. Self-assessment

requires students to describe their strengths and weaknesses in terms of

achievement of competencies (Abidin 2014). Making their own choices, selecting

learning activities, and planning their time are the ways students doing self-

assessment.

Self-assessment promotes students motivation and attitudes towards

learning. Hence, self-assessment has certain advantages both for teachers and

students. First, students are getting used to reflect on their attitudes during the

learning process. Second, students try to be honest on themselves in terms of

strengths and weaknesses. Third, teachers can make use of the assessment to

complete information they acquire from observation. Furthermore, teachers

should provide more opportunities for students to do self-assessment since it is

important for the development of their learning.

4) Observations

Observation is probably the easiest form of assessment teachers can do. It

also takes less time to do (O’Malley and Pierce 1996). Observation can be done in

a classroom setting while students are working on their tasks. Observation is

useful to recognise students’ strengths and weaknesses, their interests and

attitudes (Hart 1994) as well as how they interact with other students (O’Malley

and Pierce 1996). Teachers can have detail information about students including

how the use the language and how they engage in discussion and tasks assigned to

them. The information teachers collect from observing students is an important

element for teachers to prepare learning activities.

To make effective observations, teachers need to prepare checklist about

what and which information they want to obtain. Although observation consumes
less time compare to other forms of assessment, it requires teachers to pay careful

attention on students. Hart (1994) suggests that teachers should focus they

observation on what they most want to know in order to make the observation

effective. Teachers should also make observation becomes a systematic part of the

assessment.

d. Authentic Assessment in Curriculum 2013

In curriculum 2013, authentic assessment is implemented to measure

students’ attitudes, knowledge, and skills. Based on Education Minister Issue No.

66 2013, authentic assessment is an assessment which is conducted

comprehensively in order to assess learning input, learning process, and learning

output. There are six principles of assessment explained in Education Minister

Issue No. 66 2013. First, assessment should be objective that it is based on

standard and not affected by the subjectivity of the assessors. Second, assessment

should be continuous and integrated with learning process. Third, assessment

should be economical that it should be efficient and effective in planning,

implementing, and reporting. Fourth, assessment should apparent which means

the assessment procedure, criteria, and foundation for decision making should be

accessible. Fifth, assessment should be accountable. Sixth, assessment should be

educative which means it educates and motivates students and teachers.

In curriculum 2013, there are three areas of assessment. They are attitudes,

knowledge, and skills. Each area is going to be described in detail.

1) Attitudes

Attitude is one of the factors which influence the success of learning as well

as the process of learning. Kunandar (2013) believes that there are three

components of attitude; affective, cognitive, and conative. Affective component is

someone’s feeling and judgement of an object. Cognitive component deals with

beliefs which someone holds towards an object. Conative component is the

tendency in which someone behaves or acts in a way it is related to the existence

of attitude object. Curriculum 2013 assesses students’ spiritual attitudes and social

attitudes. Curriculum 2013 assesses students’ spiritual attitudes and social

attitudes which are described in core competencies.

Generally, there are five objects of attitudes which are assessed in learning

process (Kunandar 2013). The first object is attitudes towards learning subjects.

Students are expected to have positif attitudes towards learning subjects which

may affects their motivation for learning. The second is attitudes towards

teachers. Many students are less motivated because they do not have positive

attitudes towards their teachers. The third object is attitudes towards learning

process including environment, strategies, methods, and techniques teachers use

in the classroom. When students find the learning processes are enjoyable,

interesting, and comfortable, positive attitudes is formed. The fourth object is

attitudes towards certain norms related to certain learning materials. The positive

and negative attitudes which students have may affect their understanding on the

materials. The last object is attitudes towards affective competencies in the

curriculum.
 Based on Education Minister Issue No. 66 2013, there are five types of

assessment which teachers can use for assessing students’ attitudes. The

instruments are observation, self-assessment, peer assessment, journal, and

interview. Observation is conducted by teachers during the learning process.

Teachers should have clear observation criteria before they observe students since

it affects the accuracy of the observation result. It is important for teachers to

make detail report of the observation. Hence, recording using camera is one of the

effective ways to capture detail information on students’ attitudes.

Self-assessment and peer assessment are two types of assessment which are

very affected by subjectivity. Therefore, teachers need to make sure that the result

of self-assessment and peer-assessment should be verified using the result of

teachers’ observation. Journal also contains detail information of each student’s

strengths and weaknesses. Similarly, teachers can interview students in order to

know their responses and opinions about the learning process. Interview can be

conducted during learning process in informal way to make sure that students do

not feel under pressure. Informal talks and chats with students are also helpful to

build emotional relationship between teachers and students.

2) Knowledge

Assessing students’ knowledge is aimed at measuring how well students

understand knowledge of certain subject. Knowledge competence or cognitive

competence covers six thinking stages (Kunandar 2013). The first stage is the

ability to recall the knowledge they have been exposed before. This stage is the

very first stage in learning in which students only recalling names, definition, or
ideas without applying. Learning activities which show students’ ability in

recalling are defining, labelling, listing, locating, and describing, reporting, and

explaining something. The second stage is comprehension. In this stage students

are expected to be able to understand and comprehend certain knowledge after

they recall its meaning. Students who are able to give explanation in their own

words or conclusion from the knowledge they have understand are said to have

comprehension on the knowledge. Expressing ideas or opinion about something

using their own words, differentiating, comparing, interpreting data, and

describing, explaining main idea, and retelling are examples of learning activities

which show students’ competence in comprehending knowledge.

Application is the third thinking stage of cognitive competence. When

students are able to apply or use the theories, knowledge, methods, or general

ideas into a new context, it means they are able to reach the third thinking stage. It

is important to make sure that students also apply the knowledge they have in

their daily life such as doing research and planning problem solving. The fourth

stage is analysis stage in which students are expected to be able to explain and

understand detail parts of certain as well as understand the relation of each parts

of problems or information. Teachers can measure students’ analysis ability by

asking them to identify the cause of certain problem, show the relationship

between the causes with the problem, and identify the problems. After being able

to analyse, students are expected to be able to synthesise. This is the fifth thinking

stage in which students are able to combine separate ideas, beliefs, styles, and

theories into new ideas or beliefs of certain information or concepts. Hence,

students are expected to construct their own ideas and beliefs based on the
information and theories they have analysed. By asking students to create

products, design models, solve problems, and predict teachers are able to how

well students reach this stage.

The last stage is evaluation stage. Evaluation is a process in which students

are able to make consideration towards situations, values, or beliefs. Students

evaluate the information, theories, and problems they have encountered before

then make judgement based on their evaluation. Learning activities which can be

implemented in the classroom which show students’ ability to evaluate are writing

report, discussing certain cases or problems, presenting opinions, and selecting

solutions for certain problems. Hence, this learning process is in line with the

implementation of scientific learning approach.

In order to measure students’ knowledge or cognitive competence, written

tests, oral tests, and project design are assessment instrument which teachers can

use. However, it is important that the written test and oral test are not the only

instruments to measure students’ knowledge. Teachers should also use other

instrument such as observations or journal. It is also important that assessment

instrument the teachers use should encourage students to solve problem, use their

logical thinking, and have their own opinion. Hence, students will be more

literate.

3) Skills

Based on Education Minister Issue No. 66 2013, teachers assess students’

skill through performance assessment, project, and portfolio. Performance

assessment requires students to demonstrate their skills and knowledge into

certain context which suitable with the criteria (Kunandar 2013). Assessing

students’ performance can also be done during the learning process. Teachers

observe students’ performance while they are learning. Through performance

assessment, teachers can assess the quality of students’ work, the students’ skills

in working based on procedures, the students’ ability to analyse and plan

procedures, the students’ ability to make decision based on the available

information, and the students’ ability to understand diagram, pictures, and

symbols (Kunandar 2013). The instruments for assessing students’ performance

are checklist and rating scale.

Project assessment is also implemented to assess students’ skills. Project is a

series of learning tasks including planning, implementing, and reporting both

written and oral (Kosasih 2014). The planning process covers collecting and

organising data and information students collect. Meanwhile in reporting, students

are also expected to evaluate and present their findings (Kunandar 2013). The

goals of using project assessment is to assess students’ understanding, students’

ability in applying procedures, students’ ability in exploring, and students’ ability

to inform to others (Kunandar 2013). Meanwhile, there are three considerations

which teachers should make: students’ ability to organize, the relevance of the

tasks, and the originality of the work. Checklist and rating scale are two

instruments teachers can use in project assessment.

Portfolio is a continuous assessment based on a collection of information

showing students’ ability in a certain period of time (Kunandar 2013). Portfolio

assesses students’ individual works. Hence, portfolio shows descriptions of the

development of students’ ability from time to time, for example in a semester, in

details. By using portfolio, teachers are able to assess the process as well as the

result of students’ learning. To sum up, portfolio is a collection of students’ work

which describes the progress of students’ learning which can be used to monitor

students’ learning achievement.

B. Review of Related Research Studies

Researches on beliefs, specifically on teachers’ beliefs have been

extensively conducted lately. What teachers believe about teaching and learning is

the most common topic of interests. Many researchers agree that teachers’ beliefs

significantly influence teaching and learning process which later affects the

learning outcomes. Similarly, student teachers’ beliefs are also important to study.

However, Agathopoulou states that age and experience distinguish teachers’

beliefs and student teachers’ beliefs in relation with second language acquisition

(Agathopoulou 2010). Experienced teachers have different beliefs with less

experiences teachers since they have more experience in teaching. Furthermore,

when experienced teachers’ beliefs remain stated, beginners teachers’ beliefs are

more changeable.

Retnawati, Hadi, and Nugraha (2016) investigate the difficulties of using

authentic assessment for Vocational High School teachers in Yogyakarta.

Difficulties that teachers face in implementing curriculum 2013 are developing

the instrument of attitudes assessment, setting criteria for minimum passing grade,

performing authentic assessment, and integrating scores from multiple assessment

techniques. The problems appear in implementing authentic assessment due to

teachers’ lack of understanding of curriculum 2013 and insufficient facility.

Teachers need to have more coaching process from experts regarding the

implementation of curriculum 2013. Effective training programs are also needed

to help teachers overcome the problems.

Furthermore, Aini, Hadisaputri, and Arsita (2015) investigate the use of

diary as an authentic media at an elementary school in Solo. The diary is used to

record each student’s activities based on teachers’ observation. The purpose of

using diary is to determine students’ progress. Teachers observe affective,

psychomotor, and cognitive aspects of students learning. However, there is no

clear guideline which teachers use for writing diary. Aini, Hadisaputri, and Arsita

arrange a guideline for writing diary for teachers in School of Natural Bengawan

Solo. The guideline consists of descriptions, photographs, and things that teacher

discover. Hence, diary is one of the authentic assessment techniques which can be

used to record students’ learning process.

A study by Azim and Khan (2012) in Pakistan shows the benefits of using

authentic assessment. Using authentic assessment changes the role of students and

teachers in the learning process. Students become more active to engage in

learning and more responsible towards their own learning. Furthermore, the

implementation of authentic assessment helps students to excel in their classroom

since authentic assessment gives emphasize on metacognitive and information

processing which are the key or learning.

C. Theoretical Framework

Belief constructs teachers’ performance, action, perception, and behaviour.

Knowledge, attitude, judgement, expectation, experience, and evaluation are

sources of teachers’ beliefs. Teachers’ beliefs are important since it determine the

success of learning. What teachers do in the classroom represents the beliefs they

hold. Teachers’ beliefs determine their perception and behaviour as well as define

their organization of knowledge and information (Pajares 1992). Previously,

teachers’ beliefs are more changeable at the early teaching years. They construct

their beliefs based on what they learn and information they gathered. The

construction of their beliefs will happen continuously until they have become

experienced teachers. When they have reached that point and become experienced

teachers, they will form more static beliefs.

The use of assessment is to evaluate students’ learning process and the

result of learning itself. Assessment is the process of collecting information which

describe the development of students’ learning (Kunandar 2013). Meanwhile, the

purpose of assessment should not only auditing students’ performance but should

educate and improve students’ performance (Wiggins 1998). Based on this

assumption, authentic assessment is introduced. The implementation of

curriculum 2013 in Indonesia requires teachers to use authentic assessment to

evaluate students’ learning. Authentic assessment is an evaluation process that

“involves multiple forms of performance measurements reflecting the students’

learning, achievement, motivation, and attitudes on instructionally-relevant

classroom activities” (O’Malley & Pierce 1996: 4). It is also “a measurement

significantly to the result of learning on the attitudes, skills, and knowledge”

(Aini, Hadisaputri, & Arsita 2015: 411). Authentic assessment is also described as

a process of collecting, reporting, and using information about students’ learning

achievement by implementing assessment principles, continuous process,

authentic, accurate, and consistent proofs as public accountability (Pusat

Kurikulum 2009).

Performance assessment, portfolio, and self-assessment are suitable to

assess students especially for language learning. By asking students to perform

their language skills, teachers are able to evaluate students’ learning progress.

Oral interview, project, presentation, storytelling, and written report are examples

of performance assessment. Furthermore, portfolio is important since it gives

detail information on what students have achieved and how students achieve the

knowledge. Portofolio can contain students’ written work, students’ homework,

and students’ project. Self-assessment is an authentic assessment. By doing self-

assessment, students are able to monitor their own learning progress. Therefore,

students are able to plan their own improvement.

Curriculum 2013 requires teachers to assess not just students’ knowledge

but also students’ attitudes and skills. Hence, there are three things which teachers

assess when curriculum 2013 is implemented; attitudes, knowledge, and skills. To

assess students’ attitudes, teachers can use observation, journal, self-assessment,

peer-assessment, and interview. Moreover, to assess students’ knowledge tests

and portfolio are suitable. Tests which teachers conducted should encourage

students to make logical reasoning towards certain problems or phenomena. In

assessing students’ skills, performance assessment, projects, and portfolio are

being used.

Hence, it is important to make sure that teachers have understanding on the

purposes and the use of authentic assessment in curriculum 2013. Teachers’

knowledge and experience on using authentic assessment form their beliefs

 PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

35

towards authentic assessment. Similarly, teachers’ attitudes towards authentic

assessment also give effect on their beliefs. The framework of teacher’s beliefs is

described in the Figure 2.1 below.

Opinion about
authentic assessment

Teachers’ beliefs towards

Role of authentic
authentic assessment
assessment
Benefits of authentic
assessment
Assessment
tools

Figure 2.1
Framework of Teacher’s Beliefs
 36

CHAPTER III

METHODOLOGY

This chapter is intended to explain the process of gathering and analysing

the obtained data. The discussion in this chapter consists of six subdivisions,

namely research method, data collection instruments, sources of data, data

gathering, data analysis, and triangulation

A. Research Method

A mixed-method research design was implemented in this study. Mixed

method research design collects and analyses from both quantitative and

qualitative data (Lodico, Spaulding, & Voegtle 2006). A mixed methods study

seeks to understand relationship among variables and then the topic is explored

further using different method (Creswell 2003).There are six characteristics of

mix-method research design (Creswell 2003). First, there is a strong rationale for

using mixed methods. Second, both quantitative and qualitative data are collected.

Third, the researcher decides whether to prioritize the quantitative or qualitative

data or to consider these as equally important. Fourth, a sequence for collecting

the quantitative and qualitative data is set. Fifth, a design is chosen to determine

how and when each type of data will be collected and analysed. Sixth, visual aids

are used to portray the research design.

Furthermore, there are three main types of mixed-method research designs

(Lodico, Spaulding, & Voegtle 2006). The first type is explanatory design. In

explanatory design, the qualitative data is collected after the quantitative data. The
researcher, then, emphasizes on the quantitative data and the qualitative data are

used in explaining the result of quantitative data. The second type is exploratory

design. In this design, qualitative data are collected and analysed first and

quantitative data are developed to build on or explain the qualitative data. It

means, this design emphasizes on qualitative data. The last type is triangulation

design. Quantitative and qualitative data are given emphasized. The data from

quantitative and qualitative measure are collected and analysed together. Then the

researcher triangulates or compares the data to find the similarities.

In this study, the researcher focused on the use of triangulation design in

which the researcher collected data from both quantitative and qualitative

measures. The data were analysed and refined together to find if there were

similarities (Lodico, Spaulding, & Voegtle 2006).

B. Data Collection Instruments

In order to collect the data for this study, the researcher employs two

research instruments. The first instrument was questionnaire and the second

instrument was interview guidelines.

a. Questionnaire

In this study, questionnaires were administered to gather information about

teachers’ beliefs on the use of authentic assessment. Questionnaires are the result

of the conceptualization and operationalization or the variables as questions

(Neuman 2006). Questionnaires can be used for learning about the distribution of
characteristics, attitudes, or beliefs (Marshall & Rossman 2006). The questions

presented in the questionnaire were close ended and open ended questions.

The questionnaire has three parts. The first part of the questionnaire

contains information of the participants such as name, and years of their

experience of being teachers. The second part was close-ended questions and the

third part was open-ended questions. Likert Scale was used in the close-ended

questions represented in four categories; Strongly Agree (SA), Agree (A),

Disagree (D), and Strongly Disagree (SD). Questionnaire with partially open

questions allows participants to present answers that the researcher does not stated

(Neuman 2006).

b. Interview guideline

Interview was also conducted to collect data. Hence, the researcher

formulated the questions into a guideline. Interview guideline is a set of questions

which are used in an interview (Neuman 2006). Semi-structured interview

guidelines were used to explore participants’ ideas, opinions, and experiences.

In order to design semi-structured interview guideline, the statements in the

questionnaire were carefully categorized. Guiding questions were developed from

the questionnaire and used to escort participants in expressing their beliefs about

authentic assessment. The interview questions could be modified depending on

the participants’ responses. Hence, the interview guideline was designed to help

controlling the flow of the questions.

C. Sources of Data

In order to obtain sufficient data for this study, questionnaire and interview

were conducted. Questionnaires were distributed to thirteen respondents. The

respondents for this study were high school English teachers. They were selected

from three high schools in Yogyakarta which have implemented curriculum 2013

since 2013. Moreover, three participants out of thirteen teachers were selected

through careful considerations. The participants have taught English for more than

15 years. Based on that consideration, the participants were expected to

meaningful description related to their beliefs about authentic assessment.

D. Data Gathering

In mixed-method research design, quantitative and qualitative data are

obtained. Hence, this study collected data through distributing questionnaire and

interviewing research participants. First, teachers were given questionnaire. After

the questionnaires were collected, three teachers were interviewed. The purpose of

questionnaire is “to learn about the distribution of characteristics, attitudes, of

beliefs” (Marshall & Rossman 2006). Questionnaires are implemented in order to

find the factual information (Best & Kahn 2006).

Interview was also conducted in order to find similarities with the

participants’ opinion gathered from the questionnaire. The purpose of interview is

“to find out what is in or on someone else’s mind” (Patton 1990: 278). Moreover,

interview “provides opportunity for in-depth probing, and elaboration and

clarification of terms” (Wiersma 1995: 196). Interview is also used to collect

information about the interviewee’s experiences and knowledge as well as his or

her opinions, beliefs, and feelings (Best & Kahn 2006).

E. Data Analysis

The data which were obtained from the questionnaire were analysed using

descriptive statistics. The analysis of each statement was based on the range of

criteria in which maximum point is four (strongly agree) and minimum point is

one (strongly disagree). Description of data includes the temporal and physical

setting, the research participants, the purposes of the activities, the participants’

point of views, and the effects of activities on the participants (Best & Kahn

2006).

After that, the statements used in questionnaires were coded in order to help

analysing interview result. The interview results were also coded based on the

statements given. Hence, the coded statements from questionnaires and interviews

were compared in order to find similarities. The coding for are presented in Table

3.1 below.

Table 3.1
Coding for Interview

Code Description
SnW Strength and Weakness
SnK Skill and Knowledge
ACHV Achievement in learning
DEV Development in learning
MOT Motivation
HO Higher Order thinking skill
INT Integration of knowledge and skill
REAL Real Life Application
MNG Meaningful learning
CRIT Criteria for assessment
 EVA Evaluation
APP Applicable
PRAC Practical
REP Replacement
PRO Process
CONT Continuous

F. Triangulation

Triangulation is conducted by observing data from different point of views

(Neuman 2006). “It is qualitative cross-validation. It assesses the sufficiency of

the data according to the convergence of multiple data sources or multiple data

collection procedures” (Wiersma 1995: 264). It improves accuracy and allows

verification and validation of the data (Neuman 2006; Best & Kahn 2006). This

study implemented triangulation from multiple data collection procedures,

questionnaires and interviews.