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EFL teachers' practices of writing assessment (a study at public Senior High Schools in east Jakarta)
ABSTRAK
Andi Nurafni. 2015. EFL Teachers’ Practices of Writing Assessment ( A Study at Public Senior High Schools in East Jakarta). Skripsi. Jurusan Bahasa dan Sastra Inggris, Fakultas Bahasa dan Seni, Universitas Negeri Jakarta.
Dalam penialaian berbahasa inggris, menilai keterampilan menulis terkenal sulit untuk dilakukan (Brown H. D., 2004). Untuk dapat melakukan penilaian dengan baik, guru perlu dilatih berdasarkan standart penilaian, khususnya terhadap kurikulum yang baru-baru ini diberlakukan (K-13). Agar dapat menciptakan pelatihan yang berguna bagi guru, para perancang pelatihan perlu mengetahui bagaimana praktik penilaian menulis yang ada dilapangan saat ini. Penelitian ini menginvestigasi parktik penilaian menulis yang dilakukan guru bahasa inggris di Jakarta Timur dalam hal tujuan, metode dan teknik yang digunakan. Angket didistribusikan kepada 15 guru dari 8 SMA Negeri di Jakarta timur dan wawancara serta dukumen dikumpulkan dari 30% total responden tersebut. Hasil penelitian menunjukkan bahwa tujuan utama guru dalam melakukan penilaian adalah untuk menilai hasil belajar siswa dengan kecenderungan untuk fokus bukan pada keterampilan menulis siswa, tetapi pada tata bahasa. Kebanyakan guru tidak menyadari adanya tujuan dan kegunaan lain dari penilaian walaupun pada kenyataannya mereka mungkin telah melakukan hal tersebut dalam praktik menilai sehari-hari. Penelitan juga menemukan adanya kesalahpahaman dalam pengimplementasian teknik penilaian menulis yang mengindikasikan kurangnya pengetahuan seputar penilaian.
Kata kunci: penilaian, keterampilan menulis, penilaian menulis
ABSTRACT
Andi Nurafni. 2015. EFL Teachers’ Practices of Writing Assessment (A Study at Public Senior High Schools in East Jakarta). Thesis. Jakarta: English Department, Faculty of Languages and Arts. State University of Jakarta.
In English language assessment, assessing writing skill is known to be difficult (Brown H. D., 2004). To be able conduct a meaningful writing assessment, teachers need to be trained on how to do it according to assessment standard, especially with the recently implemented curriculum (K-13). To conduct meaningful training, the training developers need to know the current situation of how teachers actually assess their students’ writing skill. This descriptive study investigated teachers’ practices of writing assessment in East Jakarta, in terms of assessment’s purpose(s), methods and techniques. Questionnaire was distributed to 15 EFL teachers from 8 public Senior High Schools in East Jakarta while interview was administered and documents were collected from 30% of the total questionnaire respondents. Findings revealed that assessment of learning was teachers’ main purpose in administering writing assessment with the tendency of focusing to assess grammar instead of the writing skills itself. Although other use of assessment purpose(s) might have been implied, teachers are mostly unaware of it. Misconceptions were also found in the implementation of writing assessment techniques’, suggesting that, there was a lack of assessment literacy.
Keywords: assessment, writing skill, writing assessment
Bibliografi : lembar 66-71
SS00007190 | SK 7190 | UPT Perpustakaan UNJ | Tersedia |
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