Nama : Yohanes Christian

NPM : 20237470007
Lecturer : Dr. Hanna Sundari, S.Pd. M.Pd
The Matrix – Writing Task 4
NO AUTHOR/YEAR JOURNAL PURPOSE METHOD FINDINGS
1 Nurul Inayah The Practice of Describing the Qualitative Several types of
Endang Komariah Authentic application of activities to assess
Abdin Nasir Assessment in authentic students’ speaking
(2019) an EFL Speaking assessment skills: (1) attitude
Classroom in a speaking assessment
classroom (teacher
which relates observation), (2)
to the types of knowledge
the assessment assessment
and (teacher
the scoring interview/short
rubric. answer question),
and (3)
skill assessment
(narrating
sequences)
It indicates
that authentic
assessment is a
feasible way to
assess students’
speaking
skill and it should
be employed in
assessing other
skills as well for
learning
languages.
2 Erwin Rahayu A Case of Draws insights Thematic The challenges
Saputra*, Fuad Authentic of the analysis cover (1) student
Abdul Hamied, Assessment in challenges of model related issue, (2)
Didi Suherdi Indonesian implementing time and effort
(2019) Secondary EFL authentic consuming, (3)
Classroom assessment validity issue, (4)
Context: encountered by reliability
Teachers’ six English issue, (5) resource
struggle teachers of administration, (6)
secondary evidence
school in West transformation,
Java, Indonesia and (7) subjectivity
were encountered
due to some
 carelessness
of the teachers.
3 Shalehuddin Al English Find out Qualitative  Both teachers
Ayubi, Dian Teachers’ English knew about
Erlina, and Deta Perception on teacher’s types of
Desvitasari (2021) the Use of perception on authentic
Authentic the use of assessment
Assessment authentic such as
in EFL assessment and performance
Classroom its difficulties assessment,
in EFL portfolio,
classroom project and
also have
implemented it
because they
felt these types
were easy to
use.
 Teachers felt
time
constraints is
the main
problem of
authentic
assessment.
However, it
really
measured the
students and
was actually
implemented
by teachers and
students.
4 Annisa Faizah, The Explain the Qualitative  The teacher
Djoko Sutopo Implementation teacher’s applied the
(2021) of Teachers’ pedagogical project as an
Pedagogical and competence authentic
Professional and assessment
Competence in professional  However, the
Authentic competence on teacher was
Assessment EFL, authentic lack of
assessment on corrective
EFL, describe feedback and
the reflection
application of stages
authentic  The teacher
assessment, had excellent
and investigate knowledge, but
the effect of the teacher
teachers' could not
 pedagogical realize the
and assessment in
professional printed form.
competencies
on authentic
assessment
practice.
5 Luh Gede Eka Authentic Describing Descriptive  The teacher
Wahyuni, Ni Luh Assessment teachers’ research often used the
Putu Eka Sulistia Practice perceived same
Dewi1, A.A. Gede Teachers’ knowledge of assessment
Yudha Perceived authentic rubric for all
Paramartha (2021) Knowledge assessment learning
implementatio materials, both
n and English speaking and
language writing skills.
learning skills.  Asking
students to do
self-assessment
and peer-
assessment
makes the
learning
environment
supportive
where students
are allowed to
build closer
relationships
and get to
know each
other through
self-assessment
and peer-
assessment
 Most teachers
were also
found to have
difficulty in
involving
students in the
assessment
process. They
have less
knowledge in
accustoming
students to do
self-
assessment.
Regarding to
 this, related
workshop or
seminar needs
to be
held to
facilitate the
teachers

6 Mona Safrida English Portray: Descriptive Students’ ability,

Yanti (2020) Teachers’ 1. How do the research less of students’
Perception on English motivation, less of
Using Authentic teachers students’
Assessment conduct discipline, less of
Based on 2013 authentic learning intensity
Curriculum in assessment are found to
the Secondary based on 2013 be barriers. Then,
School Level curriculum? 2. English teachers’
What are the knowledge and
barriers and limited time also
how do the contributed to this
English issue. Apart from
teachers solve this, teachers
the have the different
barriers in way to solve the
implementing existing barriers in
authentic the implementation
assessment of authentic
based on 2013 assessment in the
curriculum? classroom
practices. The
result of this study
is expected to shift
and strengthen
teachers’ cognition
into a positive
cognition
concerning
authentic
assessment.
7 Rini AUTHENTIC This study is Qualitative The results showed
Maulidhawati ,Ent ASSESSMENTS trying to design that the authentic
ika Fani IN ENGLISH investigate: (1) assessment applied
Prastikawati, LANGUAGE authentic in
Theresia Cicik TEACHING: A assessments English teacher
Sophia Budiman CASE IN SMP applied in class of SMP N 6
(2021) NEGERI 6 English Semarang,
SEMARANG teaching and especially in eighth
learning, (2) grade is in the
the types of level
authentic good. The teachers
 assessment had applied
used, (3) the authentic
teachers’ assessments in the
difficulties in teaching and
applying learning
authentic process. The types
assessment, (4) of the authentic
washback assessments were
effect of the oral interview (in
use of speaking test),
authentic story or text
assessment retelling (in
speaking), writing
sample (in writing
test), and
experiment or
demonstration.
Furthermore,
relating to the
washback of
authentic
assessment, it has
been
confirmed by the
teachers that its
implementation
can improve the
student’s English
learning
achievement. On
the other hand,
teachers also faced
some difficulties in
applying
authentic
assessment due to
their lack of
knowledge of
authentic
assessment
8 Ni Komang Ari The This Descriptive The results showed
Rahayu*, A.A. Implementation descriptive design that the English
Gede Yudha of Authentic study aims to teacher had
Paramartha2, Ni Assessment in analyze the perceived
Luh Putu Eka English application of sufficient
Sulistia Instruction authentic knowledge of the
Dewi (2021) assessment in implementation of
learning the authentic
English in assessment. The
junior percentage of
 high schools. knowledge
This study perceived by the
analyzes the teacher is 64%.
perceptions of The teacher has
English implemented four
teachers types of authentic
'knowledge of assessment,
the namely,
implementatio observation,
n of authentic performance
assessment, the appraisal, peer and
implementatio self-assessment,
n of authentic and projects.
assessments, Differences were
and the found in the
differences in application of
perceptions of performance
English appraisals, self-
teachers' assessments and
knowledge and portfolios.
the practice of This finding
authentic implies that
assessment. teachers have not
optimally
implemented
authentic
assessment.
9 Setyani Rohmatul The This study Qualitative The findings of the
Muthohharoh*, Implementation aimed to research study revealed that
Dwi Anggani of Authentic investigate the in implementing
Linggar Bharati, Assessment to implementatio authentic
Fahrur Rozi Assess Students’ n of authentic assessment to
(2020) Higher Order assessment to assess students’
Thinking Skills assess Higher Order
in Writing at students’ Thinking Skills,
MAN 2 Higher Order these two English
Tulungagung Thinking Skills teachers did not
in writing at share scoring
MAN 2 rubrics and
Tulungagung. implement self-
assessment for the
students because of
time limitation.

10 Syifa Fauziah Teachers’ and This study Survey The results showed
Irsyad* and M. Students’ Needs aimed to research that (1) online
Zaim (2022) for Authentic analyze the learning activities
Assessment for needs of are needed by
Speaking Skills students and teachers and
in Online teachers in students in
 Learning conducting an assessing speaking
authentic skills, namely
assessment of providing video
speaking skills samples or
in online demonstrations,
learning. online interviews,
speaking skills by
making videos,
and providing clear
feedback. (2)
There were four
important
components for
students and
teachers to assess
speaking skills,
namely
comprehension,
fluency,
vocabulary,
and grammar. (3)
The characteristics
of authentic
assessment needed
by teachers and
students in online
learning were
simple and
contextual,
communicative,
clear rubric scores,
and carried out
continuously.
11 Gustari Prima JHS English This research Survey Performance skills
Diharmis,* Teachers’ and was conducted approach such as conducting
Hamzah (2021) Students’ in order to 1) design a speech,
Perceptions on find the interviews,
the English retelling, role
Implementation teachers’ play and etc
of Authentic perceptions on
Assessment the
in Pekanbaru implementatio
n of
the authentic
assessment, 2)
find students’
perceptions on
their teachers’
implementatio
n of the
 authentic
assessment,
and 3) see if
there is a
significant
difference
between
teachers’ and
students’
perceptions on
the
implementatio
n of the
authentic
assessment
12 M. Madani (2019) AUTHENTIC The aims of Descriptive The results of this
ASSESSMENT this study qualitative study showed that:
OF SPEAKING were: (1) to method first, the
SKILLS IN EFL describe the English teacher
CLASS dominant kind only used
(A Descriptive of authentic performance in
Qualitative assessment assessing speaking
Analysis on used by the in the classroom.
English teachers in Second, the
Teacher‟s speaking EFL authentic
Assessment class; (2) to assessment was
Process at the know about the only conducted in
Second Grade implementatio pre-assessment and
Students of n of authentic formative
Senior High Assessment of assessment; but in
School Pancasila Speaking Skills summative
Bengkulu) in EFL Class; assessment, the
and (3) teacher used
to know the written
teacher’s test. The
perception implementation of
about applying authentic
authentic assessment in the
assessment in classroom were the
EFL teacher
class asked students to
construct
responses or
perform tasks that
need more than
recall
of information and
concepts. The
English teacher
asked students to
solve problem
in a certain case
(problem solving).
The teacher
required students
to compile a
response or
perform a task that
requires more
information and
conceptual
withdrawal to
encourage them to
be active in the
classroom because
they must be
able to bring back
information for
solving problems
based on teaching
and
learning materials
that has been
received
previously. Third,
the teacher’s
perception about
authentic
assessment: in one
side authentic
assessment was
very
good at improving
students' speaking
abilities because
the students
showed their
real outcome of
speaking. Students
are able to convey
ideas directly
without fear.
Students not only
understand the
theory but also
understand more at
the practical
level in real life.
On the other side,
authentic
 assessment
required a lot of
time in
the process of
assessing students.
13 Ni Made Anggi A. Authentic The intention Descriptive Based on the
Putri, Riyadi Assessment of this case study finding above,
Santosa, Dewi Implementation study is to approach several types of
Rochsantiningsih on Curriculum analyze: firstly, authentic
(2021) 2013: Types and the assessment used by
Its implementatio teachers
Washback n of authentic are noted in this
assessment study e.g.
includes types performance test,
of role play, retelling
authentic story, discussion
assessment as and
well as the way presentation,
how teachers project and
implement exhibition, writing
authentic sample and speech
assessment in are found
their
English
classroom, and
secondly, the
washback
affects occurs
in teaching-
learning
process.
14 M. Zaim*, The The purposes Descriptive  The types of
Refnaldi, Yetty Implementation of this research research assessments
Zainil, and Syifa of Authentic are to evaluate used by high
Fauziah Irsyad Assessment for the authentic school English
(2022) Assessing assessment teachers were
Students’ implementatio performance
Reading Skills at n for assessing assessments,
Senior High reading skills project
School at senior high assessments,
school in terms portfolio
of the types of assessments,
authentic and written
assessment assessments
used by  There were six
English types of text
teachers to used to assess
assess reading students'
skills, the type reading skills.
of texts used to They are
 assess reading narrative text,
skills, and the descriptive
reading text,
competencies recount text,
tested in announcement
assessing text,
students' transactional
reading skills interaction text,
and
interpersonal
interaction text
15 Ni Wayan Astri The This research Descriptive  The English
Monika Putri, Luh Implementation aimed at qualitative teachers used
Putu Artini, Ni of English investigating research five types of
Luh Putu Eka Teachers’ the English authentic
Sulistia Dewi, Authentic teachers’ assessment
A.A. Gede Yudha Assessment in authentic namely
Paramartha, Luh Junior High assessment teacher’s
Gede Eka School During implementatio observation,
Wahyuni (2021) Online Learning n during online performance,
learning. portfolio,
project, and
peer-
assessment.
 Besides, in the
learning
instruction, the
English
teachers did
not implement
all of the types
of authentic
assessment in
all learning
material. The
English
teachers did
not implement
all the types of
authentic
assessment as
their lesson
plans
considering
some problems
faced by the
English
teachers.
 Limited time
allotment,
 many students
in one class,
and also,
students’
learning
materials
become the
teachers’
problems.
 Thus, the
implementation
of authentic
assessment
needs to be
reviewed in
order to help
the English
teachers in
implementing
the authentic
assessment.
16 Dwi Ciptaputri, Teacher's Based on the Qualitative The results of the
Indisa and -, Perception And problem study show: (1)
Mauly Halwat The statement Both of teachers
Hikmat, Ph.D Implementation above, the have same
(2019) Of Authentic researcher perception on
Assessment In formulates authentic
English several assessment relating
Language objectives of to characters of
Teaching (ELT) study that authentic
At SMP Negeri presented as assessment by
5 Ungaran In following: Brown and
2018/2019 1. to describe Hudson. There are
Academic Year teachers’ some different
perception of perceptions of the
authentic characteristics of
assessment in authentic
English assessment related
Language to focusing on
Teaching process as well as
(ELT) at SMP products and
Negeri 5 reflecting
Ungaran in multiculturally
2018/ 2019 sensitive when
Academic properly
Year, administered.
2. to describe (2)There are some
the points on the
implementatio implementation of
n of authentic authentic
assessment in assessment
English implemented by
Language teachers of SMP
Teaching Negeri 5 Ungaran,
(ELT) at SMP namely; document
Negeri 5 of authentic
Ungaran in assessment (lesson
2018/2019 plan, form of
Academic cognitive
Year, assessment,
3. to describe afective
the disparity assessment and
between skill assessment),
teachers’ type of authentic
perception and assessment
its enactment (portfolio,
of performance
authentic assessment, class
assessment in observation, peer
English assessment, self-
Language assessment, project
Teaching assessment, skill
(ELT) at SMP assessment, and
Negeri writing
5 Ungaran in assessment), and
2018/2019 report or
Academic, and evaluation the
4. to describe result of authentic
the problems assessment.
faced by (3) There is
teachers in disparity between
applying teachers’
authentic perception and its
assessment in enactment of
English authentic
Language assessment in
Teaching English Language
(ELT) at SMP Teaching (ELT) at
Negeri 5 SMP Negeri 5
Ungaran in Ungaran in
2018/2019 2018/2019
Academic Academic year,
namely the
characteristics of
focusing on
process as well as
products and
reflecting
multiculturally
sensitive when
properly
administered.
(4) There are some
problems faced by
teachers in
applying authentic
assessment in
English Language
Teaching (ELT) at
SMP Negeri 5
Ungaran in
2018/2019
Academic year,
namely
complicated
assessment
instrument, lack of
language facilities,
lack of students’
language ability,
limited time, and
inability in
classroom
management.