1.

Introduction
Evaluation in teaching the English language is a process of collecting, analyzing
and interpreting information about teaching and learning in order to make informed
decisions that enhance student achievement and the success of educational programs
(Rea-Dickens and Geimanie, 1993).
Evaluation is a process that includes five basic components:
1) Articulating the purpose of the educational system.
2) Identifying and collecting relevant information.
3) Having ideas that are valuable and useful to learners in their lives and professions.
4) Analyzing and interpreting information for learners.
5) Classroom management or classroom decision making.
Assessment is a process that includes four basic components:
1) Measuring improvement over time.
2) Motivating students to study.
3) Evaluating the teaching methods.
4) Ranking the students' capabilities in relation to the whole group evaluation.
The purpose of classroom assessment and evaluation is to give students the
opportunity to show what they have learned rather than catching them out or to show
what they have not learned.
To be useful and effective, evaluation and assessment requires planning.
Preparing for evaluation should be an integral part of planning each lesson or unit as
well as general planning at the beginning of the school year or course. Instruction and
evaluation should be considered together in order to ensure that instruction provides
itself to evaluation and that the results of evaluation can direct ongoing instructional
planning. Moreover, if evaluation is not planned along with instruction, the time
required for assessment activities will most likely not be available. As pointed earlier,
clearly an important focus of classroom assessment and evaluation is student
achievement (Jabbarifar, 2019).
 2. Content

The observation was conducted in SMK N 1 Salatiga Jl.Nakula Sadewa

Kembang Arum on November 26, 2019. The class began at 07.00 – 09.15 am. The
material that Teachers taught was about Conditional Sentences Type 1 and 2 at
Accountancy 11 Grade. In the opening session teacher gave students a short video from
movies that contains several dialogues or sentences about conditional sentences Type
1 and 2. Students were asked to identify what type of conditional sentences were served.
Then the teacher explained the pattern of conditional sentences type 1. After the teacher
finished explaining the explicit rules students were asked to make an example of
conditional sentences type 1 and did the exercises.
At 08.20 teacher switch, the turn for taught students about conditional type 2.
using slide from powerpoint, teacher explaining about the grammatical rules of
conditional sentences type 2. When the teacher taught the conditional sentence type 2,
students were given a condition that impossible to be happened. For example, teacher
said in bahasa “jika dia (laki-laki) mencintaiku, aku akan sangat senang” then students
translated those words into English and emphasize the differences between conditional
sentences type 1 and 2. At 08.15 Students were playing a game from the teacher that
required them to fill in the blank question from powerpoint slides. The techniques were
teacher gave students board marker, when the music played it must move from one
student to another and when the music has stopped the students who hold the board
marker must answer the questions. From this game, the teacher could know the
comprehension of the students so that the teacher was re-explaining about the materials
when some students still confused or wrote the wrong answer. After that teacher gave
rewards (lollipop candy) for those students who have answered the questions from the
game. So far the teachers didn’t get any mean trouble because of students also active in
participate. In the end, the teacher asked students to did the assignment about the
material and the results are:

No Nama Nilai KKM Predikat

1. Adinda Rahma Rusdianti 82 76 TUNTAS
2. Ambar Puji Setiani 90 76 TUNTAS
3. Ana Liana 90 76 TUNTAS
4. Anita Nuruz Zahra 54 76 BELUM TUNTAS
5. Anita Sulistiyani 66 76 BELUM TUNTAS
6. Aska Pramita D. 62 76 BELUM TUNTAS
7. Aura Vinista S.H 82 76 TUNTAS
8. Cahya Dwi Februari 90 76 TUNTAS
9. Dewi Winarsih 82 76 TUNTAS
10. Diva Aurelia Syafika A. 88 76 TUNTAS
11. Elita Dea Novita 76 76 TUNTAS
12. Faqi Ridha Najla A. 78 76 TUNTAS
13. Haliza wardani 72 76 BELUM TUNTAS
14. Jevina Rosanjani 74 76 BELUM TUNTAS
15. Mutiara Puspitasari 86 76 TUNTAS
16. Nanda Ochtariza Putri 60 76 BELUM TUNTAS
17. Nisrina Qory Fairuza 70 76 BELUM TUNTAS
18. Nur Lailatus Sa’diyah 50 76 BELUM TUNTAS
19. Nurul Latifah 62 76 BELUM TUNTAS
20. Risalah Kusuma W 88 76 TUNTAS
21. Safia nanda A.R.R 50 76 BELUM TUNTAS
22. Shafania Aulia 82 76 TUNTAS
23. Siti Halimah 86 76 TUNTAS
24. Siti Nurkhasanah 52 76 BELUM TUNTAS
25. Sururin Masfuah 84 76 TUNTAS
26. Tesalonika rahel 56 76 BELUM TUNTAS
27. Tiara Vega Putri S. 60 76 BELUM TUNTAS
28. Vina 82 76 TUNTAS
29. Yasinta Uma Izzahi 62 76 BELUM TUNTAS
30.
1. Conclusion
According to our groups, from the evaluation that has done the teacher could
know the ability or the level of comprehension of every student through the game that
ordered students to answered short answer questions and changed the conditional
sentences type 1 or 2. Also from the assignment, it can be concluded that 54 % students
are passed and 45% students are not.
Our suggestion to evaluate students, its good to have some games and routine
simple tasks in the end of the learning process so that students are able to memorize the
materials that already given. For students who still get under grade KKM it will help if
teacher give remedial test or assignment.
Bibliography
Geimanie, R.-D. P. (1993). Evaluation. Oxford: Oxford University Press.

Jabbarifar, T. (2019). THE IMPORTANCE OF CLASSROOM ASSESSMENT AND EVALUATION IN

EDUCATIONAL SYSTEM. Yazd University, 7.
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