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Complexities of Authentic Assessment Implementation in English Learning at Rural Areas-Based High Schools

IJoLE: International Journal of Language Education · Vol. 7 No. 3 (2023)

DOI
10.26858/ijole.v7i3.41345
ISSN
2548-8465, 2548-8457
Terbit
2023-10-06
Penerbit
Universitas Negeri Makassar
Bahasa
eng
Lisensi
creativecommons.org/

Abstrak

This research aimed to examine the level of the implementation of authentic assessment by high school English teachers in a rural area of Siak district, Riau Province, Indonesia, and to explore their perception regarding authentic assessment. This research used a mixed method in which both quantitative and qualitative data were collected and analyzed. The research samples were 39 high school English teachers in the Siak region. The research instrument used is a questionnaire comprising 38 closed and three open questions, distributed online via Google Forms. The questionnaire was designed using Likert Scale with options ranging from 1-5 (very poor to very good) Data were also collected using semi-structured interviews to enrich data from the Google Form. This study found that the total average score of quantitative data is 4.1, classified as good. That means the implementation of authentic assessment by English teachers is at a good level. Then from the qualitative data analysis, it appeared that most teachers have a positive perception of authentic assessment as a tool for monitoring and evaluating student learning outcomes. However, there are still some problems faced by the teachers in implementing this assessment, such as the lack of time allotment for the English subject at school and the complexity of the assessment procedures. This implies that some policies are required to make the authentic assessment work well at school levels so teachers can benefit from the assessment for improving English learning at schools.

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  • Riau University
  • Monash University
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Rekan penulisOrganisasiArtikel bersama
Asyrul FikriRiau University1
M. Afrillyan Dwi SyahputraAfiliasi tidak diketahui1

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Sumber metadata: OAI-PMH (metadata jurnal) http://ojs.unm.ac.id/ijole/oai, pertama di-harvest 8 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en-US">Complexities of Authentic Assessment Implementation in English Learning at Rural Areas-Based High Schools</dc:title>
	<dc:creator>Daud, Afrianto</dc:creator>
	<dc:creator>Azhar, Fadly</dc:creator>
	<dc:creator>Isjoni, Isjoni</dc:creator>
	<dc:creator>Chowdhury, Raqib</dc:creator>
	<dc:subject xml:lang="en-US">Assessment in Education</dc:subject>
	<dc:subject xml:lang="en-US">authentic assessment, high school, English teachers</dc:subject>
	<dc:subject xml:lang="en-US"></dc:subject>
	<dc:description xml:lang="en-US">This research aimed to examine the level of the implementation of authentic assessment by high school English teachers in a rural area of Siak district, Riau Province, Indonesia, and to explore their perception regarding authentic assessment. This research used a mixed method in which both quantitative and qualitative data were collected and analyzed. The research samples were 39 high school English teachers in the Siak region. The research instrument used is a questionnaire comprising 38 closed and three open questions, distributed online via Google Forms. The questionnaire was designed using Likert Scale with options ranging from 1-5 (very poor to very good) Data were also collected using semi-structured interviews to enrich data from the Google Form. This study found that the total average score of quantitative data is 4.1, classified as good. That means the implementation of authentic assessment by English teachers is at a good level. Then from the qualitative data analysis, it appeared that most teachers have a positive perception of authentic assessment as a tool for monitoring and evaluating student learning outcomes. However, there are still some problems faced by the teachers in implementing this assessment, such as the lack of time allotment for the English subject at school and the complexity of the assessment procedures. This implies that some policies are required to make the authentic assessment work well at school levels so teachers can benefit from the assessment for improving English learning at schools.</dc:description>
	<dc:publisher xml:lang="en-US">Universitas Negeri Makassar</dc:publisher>
	<dc:contributor xml:lang="en-US"></dc:contributor>
	<dc:date>2023-10-06</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>http://ojs.unm.ac.id/ijole/article/view/41345</dc:identifier>
	<dc:identifier>10.26858/ijole.v7i3.41345</dc:identifier>
	<dc:source xml:lang="en-US">International Journal of Language Education; Vol 7, No. 3, 2023</dc:source>
	<dc:source>2548-8465</dc:source>
	<dc:source>2548-8457</dc:source>
	<dc:source>10.26858/ijole.v7i3</dc:source>
	<dc:language>eng</dc:language>
	<dc:relation>http://ojs.unm.ac.id/ijole/article/view/41345/pdf</dc:relation>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:coverage xml:lang="en-US"></dc:coverage>
	<dc:rights xml:lang="en-US">Copyright (c) 2023 International Journal of Language Education</dc:rights>
	<dc:rights xml:lang="en-US">https://creativecommons.org/</dc:rights>
</oai_dc:dc>