Why should the students be assessed?

Students shouldbe assessed in order to ensure they are getting a quality

education. Assessmentshelp teachers measure a student's progress through the course as
well as their understanding and knowledge of the subject.

Assessment is collecting data and processing information from each student to see their progress and
development, then used as a reflection of the education system to archive the goals of teaching and learning
process. Students should be assessed in order to ensure they are getting a quality education. Students
can show their knowledge and prove their mastery of particular subject matter through these assessments.
Assessments help teachers measure a student's progress through the course as well as their
understanding and knowledge of the subject. Assessments also help teachers improve their own teaching
practices. Assessment is vital because it helps both the teacher and the learner to know if they have learnt
anything, which then allows the teacher to identify any gaps in the learner's knowledge and support that
learner to reach the intended learning outcomes. Without them, it would be difficult to gage how much a
student has learned and if they are ready to build on what they have learned.

Students should be assessed in order to ensure they are getting a

quality education. Assessments help teachers measure a student's
progress through the course as well as their understanding and
knowledge of the subject. Assessments also help teachers improve their
own teaching practices. Students can show their knowledge and prove
their mastery of particular subject matter through these
assessments. Without them, it would be difficult to gage how much a
student has learned and if they are ready to build on what they have
learned.

We all need to be assessed on our performance to see what progress

we have made towards a certain goal. Our role as teachers is to educate
students to become knowledgeable and responsible citizens. Whatever
area of the curriculum we deliver, it is important that both teacher and
student are aware of their starting position in terms of knowledge and
understanding, and the shift in position after further teaching and study.
As others have said, there are a myriad of good (and bad) assessment
procedures, but if we do not assess we do not equip the students with an
understanding of their abilities, nor do we establish the validity and
efficacy of the programmes we implement.
Assessment is vital because it helps both the teacher and the learner to
know if they have learnt anything, which then allows the teacher to
identify any gaps in the learner's knowledge and support that learner to
reach the intended learning outcomes. Without assessment, education is
nothing more than a teacher standing in front of a class and hoping that
his or her students magically learn something.

2. How should you apply the authentic assessment? Support with

your real classroom contextual example.
Authentic assessment
Authentic assessment involves teachers and students to develop and to demonstrate knowledge,
affective, skills and abilities in a real situation. It helps discover new knowledge to support student
achievement.

The following are examples of authentic assessments in learning English:

Instrumen Penilaian Kompetensi Sikap

a. Penilaian Kompetensi Sikap Melalui Observasi

Penilaian Sikap Kegiatan Praktikum/Diskusi

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII / 1
Kompetensi Dasar : 3.1
Topik/Subtopik : Offfering Service
Indikator Pencapaian Kompetensi : 1. Mengidentifikasi ciri-ciri interaksi
menawarkan jasa
2. Membedakan antar berbagai ungkapan
menawarkan jasa dalam Bahasa Ingggris
3. Melakukan role-play

Instrumen:
Santun, Jujur, Disiplin, Bertanggung jawab, dan Berkomunikasi dengan baik

b. Penilaian Sikap melalui Penilaian Diri

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII/1
Kompetensi Dasar : 3.1
 Topik/Subtopik : Offering Something
4. Kompetensi
Indikator Pencapaian : 1. Mengidentifikasi ciri-ciri interaksi menawarkan
jasa
5. 2. Membedakan antar berbagai ungkapan
menawarkan jasa dalam Bahasa Ingggris
2. 3. Melakukan role-play

Instrumen:
1. Pelajaran Bahasa Inggris menyenangkan bagi saya (Ya/Tidak)
2. Saya menyelesaikan tugas-tugas Bahasa Inggris sesuai dengan waktu yang telah ditentukan
(Ya/Tidak)
3. Saya kurang percaya diri berkomunikasi dalam Bahasa Inggris (Ya /Tidak)
4. Saya selalu memperhatikan guru saat belajar (Ya/Tidak)

c. Penilaian Antar Peserta Didik

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII / 1
Kompetensi Dasar : 3.1
Topik/Subtopik :OffferingService

Instrumen:
1. Mau menerima pendapat teman (Ya/Tidak)
2. Memaksa teman untuk menerima pendapatnya (Ya/Tidak)
3. Memberi solusi terhadap pendapat yang bertentangan (Ya/Tidak)
4. Dapat bekerjasama dengan teman yang berbeda status sosial, suku, dan agama
(Ya/Tidak)

d. Penilaian Sikap melalui Jurnal

Instrumen:
BUKU CATATAN HARIAN
TENTANG SIKAP DAN PERILAKU PESERTA DIDIK
SMK SWASTA CLEMEN TEPIANNAULI
Mata Pelajaran : Bahasa Inggris
Kelas : XII
Tahun Pelajaran : 2017-2018
Nama Guru : ULISES ESTERLINA

No. Hari, Tanggal Nama Kejadian/Perilaku Tindak Lanjut

Peserta Didik
1. Senin, 3-8-2018 BAHRUN Keluar dari kelas tanpa Diberikan
izin saat jam pelajaran pembinaan
2. Instrumen Penilaian Kompetensi Pengetahuan
a. Tes Tulis

Soal Pilihan Ganda

MataPelajaran : Bahasa Ingggris

Kelas/Semester : XII
Kompetensi Dasar : 3.1
Topik/Subtopik :Offering Service

Indikator Pencapaian : 1. Mengidentifikasi ciri-ciri interaksi menawarkan jasa

Kompetensi 2. Membedakan antar berbagai ungkapan menawarkan
jasa dalam Bahasa Ingggris
3. Melakukan role-play

Instrumen
1. X : Would you like me to
______________ copy
those papers?
Y : No, that’s OK. I can
copy them myself.
A. Help you
B. Give you
C. Bring you
D. Take you
E. Lend you
 Soal Uraian

Instrumen
Financial Services
Lancaster Financial Services
Ltd.

Lancaster Financial Services

L.td. offers a wide range of
financial packages to suit the
individual needs of its clients.
.....

What does Lancaster Financial

Services L.td. offer?
________________________
________________
a. Observasi Terhadap Diskusi/ Tanya Jawab

Mata Pelajaran : Bahasa Ingggris

Kelas/Semester : XII / 1
Kompetensi Dasar : 3.1
Topik/Subtopik : Offering Service
Indikator Pencapaian 1. Mengidentifikasi ciri-ciri interaksi
Kompetensi menawarkan jasa
2.Membedakan antar berbagai
ungkapan menawarkan jasa dalam
Bahasa Ingggris
3.Melakukan role-play

Instrumen
1. Aktif dalam mengemukakan pendapat dalam diskusi (Ya / Tidak)
2. Terlibat aktif dalam diskusi di dalam maupun antar kelompok (Ya / Tidak)
3. Tidak meninggalkan ruang kelas saat diskusi berlangsung (Ya / Tidak)

b. Penugasan
Instrumen
Mencari contoh dialog menawarkan jasa dari internet dan mempelajarinya.

3. Instrumen Penilaian Kompetensi Keterampilan

a. Penilaian Praktik
 Instrumen
Rubrik Penilaian Speaking

No. Criteria to be Low performance Good Very good Score

assessed performance performance
1. Pronunciation Too many mistakes With 2 until 5 Perfect
mistakes pronunciation
2. Intonation Monotonous Begins to Accurate
vary the intonation
intonation
3. Grammar Too many mistakes With 2 until 5 No mistakes
mistakes in grammar
4. Content Plain/simple Begins to Add more
add some personal
informations information
Total score
Final score =
total score : 4

b. Penilaian Proyek

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII / 1
Kompetensi Dasar : 3.1
Topik/Subtopik : Offering Services
Indikator Pencapaian Kompetensi : 1. Mengidentifikasi ciri-ciri interaksi
menawarkan jasa
2.Membedakan antar berbagai ungkapan
menawarkan jasa dalam Bahasa Ingggris
3.Melakukan role-play

Instrumen
No. Aspek yang dinilai Skor
maks
1 Perencanaan 10
2 Pelaksanaan 20
3 Pelaporan hasil 20
Skor maksimal 50

c. Penilaian Produk

Mata Pelajaran : Bahasa Inggris

Kelas/Semester : XII / 1
Kompetensi Dasar : 3.1
Topik/Subtopik : Offering Services
 Indikator Pencapaian Kompetensi
: 1. Mengidentifikasi ciri-ciri interaksi
menawarkan jasa
2.Membedakan antar berbagai ungkapan
menawarkan jasa dalam Bahasa Ingggris
3.Melakukan role-play

Instrumen:

No. Aspek yang dinilai Skor

maks
1. Keorisinalan produk yang dibuat/tidak plagiat 40
2. Kesesuaian konten produk dengan materi pembelajaran 30
3. Pembuatan produk sesuai dengan kaidah yang telah ditentukan 30
Skor maksimal 100

d. Penilaian Portofolio
Mata Pelajaran : Bahasa Inggris
Kelas/Semester : XII / 1
Kompetensi Dasar : 3.1
Topik/Subtopik : Offering Services

Instrumen

Skor untuk
No. Nama Persiapan Pelaksanaan Hasil Laporan Jlh skor Nilai
1. Ahmad 3 7 5 2 17 3.24
2.
 F.

Kompetensi Dasar dan Indikator Pencapaian Kompetensi

 

C. Tujuan Pembelajaran
Setelah mengikuti proses pembelajaran, peserta didik diharapkan dapat:
 Mengidentifikasi ungakapan-ungkapan memberi dan meminta informasi terkait tempat wisata dan
bangunan bersejarah terkenal
 Mengidentifikasi perbedaan cara pengungkapan dari masing-masing konteks
 Memahami struktur teks ungkapan memberi dan meminta informasi terkait tempat wisata dan
bangunan bersejarah terkenal
 Memahami unsur kebahasaan dari ungkapan memberi dan meminta informasi terkait tempat wisata
dan bangunan bersejarah terkenal
 Menyusun kalimat meminta infromasi terkait tempat wisata dan bangunan bersejarah terkenal
 Menjawab pertanyaan tentang tempat wisata dan bangunan bersejarah terkenal yang diajukan
kepadanya
 Menyusun teks deskriptif lisan dan tulis, pendek dan sederhana, terkait tempat wisata dan
bangunan bersejarah terkenal, dengan memperhatikan fungsi sosial, struktur teks, dan unsur
kebahasaan, secara benar dan sesuai konteks

Penilaian Hasil Pembelajaran

1. Sikap
- Penilaian Observasi
Penilaian observasi berdasarkan pengamatan sikap dan perilaku peserta didik sehari-hari, baik
terkait dalam proses pembelajaran maupun secara umum. Pengamatan langsung dilakukan oleh
guru. Berikut contoh instrumen penilaian sikap
Aspek Perilaku yang Dinilai Kode
Jumlah Skor
No Nama Siswa Nilai
BS JJ TJ DS Skor Sikap
C
1 Arfin 75 75 50 75 275 68,75
...
2 ... ... ... ... ... ...

Keterangan :
• BS : Bekerja Sama
• JJ : Jujur
• TJ : Tanggun Jawab
• DS : Disiplin

Catatan :
1. Aspek perilaku dinilai dengan kriteria:
100 = Sangat Baik
75 = Baik
50 = Cukup
25 = Kurang
2. Skor maksimal = jumlah sikap yang dinilai dikalikan jumlah kriteria = 100 x 4 = 400
3. Skor sikap = jumlah skor dibagi jumlah sikap yang dinilai = 275 : 4 = 68,75
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
5. Format di atas dapat diubah sesuai dengan aspek perilaku yang ingin dinilai

- Penilaian Diri
 Seiring dengan bergesernya pusat pembelajaran dari guru kepada peserta didik, maka peserta
didik diberikan kesempatan untuk menilai kemampuan dirinya sendiri. Namun agar penilaian
tetap bersifat objektif, maka guru hendaknya menjelaskan terlebih dahulu tujuan dari penilaian
diri ini, menentukan kompetensi yang akan dinilai, kemudian menentukan kriteria penilaian yang
akan digunakan, dan merumuskan format penilaiannya Jadi, singkatnya format penilaiannya
disiapkan oleh guru terlebih dahulu. Berikut Contoh format penilaian :
Jumlah Skor Kode
No Pernyataan Ya Tidak Nilai
Skor Sikap
Selama diskusi, saya ikut serta
1 50
mengusulkan ide/gagasan.
Ketika kami berdiskusi, setiap
2 anggota mendapatkan kesempatan 50
untuk berbicara. C
250 62,50
Saya ikut serta dalam membuat
3 kesimpulan hasil diskusi 50
kelompok.
4 ... 100

Catatan :
1. Skor penilaian Ya = 100 dan Tidak = 50
2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 4 x 100 = 400
3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (250 : 400) x 100 = 62,50
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)
5. Format di atas dapat juga digunakan untuk menilai kompetensi pengetahuan dan keterampilan

- Penilaian Teman Sebaya

Penilaian ini dilakukan dengan meminta peserta didik untuk menilai temannya sendiri. Sama
halnya dengan penilaian hendaknya guru telah menjelaskan maksud dan tujuan penilaian,
membuat kriteria penilaian, dan juga menentukan format penilaiannya. Berikut Contoh format
penilaian teman sebaya :

Nama yang diamati : ...

Pengamat : ...

Kode
Jumlah Skor
No Pernyataan Ya Tidak Nilai
Skor Sikap
1 Mau menerima pendapat teman. 100
Memberikan solusi terhadap
2 100
permasalahan.
SB
Memaksakan pendapat sendiri 450 90,00
3 100
kepada anggota kelompok.
4 Marah saat diberi kritik. 100
5 ... 50

Catatan :
1. Skor penilaian Ya = 100 dan Tidak = 50 untuk pernyataan yang positif, sedangkan untuk
pernyataan yang negatif, Ya = 50 dan Tidak = 100
2. Skor maksimal = jumlah pernyataan dikalikan jumlah kriteria = 5 x 100 = 500
3. Skor sikap = (jumlah skor dibagi skor maksimal dikali 100) = (450 : 500) x 100 = 90,00
4. Kode nilai / predikat :
75,01 – 100,00 = Sangat Baik (SB)
 50,01 – 75,00 = Baik (B)
25,01 – 50,00 = Cukup (C)
00,00 – 25,00 = Kurang (K)

- Penilaian Jurnal (Lihat lampiran)

2. Penilaian Pengetahuan

Tabel Penilaian Aspek Pengetahuan

Aspek yang
No Kriteria Skor 1-5 Skor 1-4
Dinilai
Sangat memahami 5 4

Memahami 4 3
Tujuan
1 Cukup memahami 3 2
Komunikatif
Kurang memahami 2 1
Hampir tidak
memahami
Tidak memahami 1
Struktur teks yang digunakan sangat
5 4
Runtut
Struktur teks yang digunakan runtut 4 3

Struktur teks yang digunakan cukup runtut 3 2

Keruntutan
2
Teks Struktur teks yang
digunakan kurang 2 1
Struktur teks yang
runtut
digunakan hampir
Struktur teks yang
tidak runtut
digunakan tidak 1
runtut
Sangat variatif dan tepat 5 4

Variatif dan tepat 4 3

Pilihan
3 Cukup variatif dan tepat 3 2
Kosakata
Kurang variatif dan
2 1
Tepat Hampir tidak
Tidak variatif dan variatif dan tepat
1
Tepat
Pilihan tata bahasa sangat tepat 5 4

Pilihan tata bahasa tepat 4 3

Pilihan Tata
4 Pilihan tata bahasa cukup tepat 3 2
Bahasa
Pilihan tata Bahasa
2 1
kurang tepat Pilihan tata bahasa
Pilihan tata Bahasa hampir tidak tepat
1
tidak tepat

3. Penilaian Keterampilan

a. Penilaian Presentasi/Monolog

Nama peserta didik: ________ Kelas: _____

 Kurang
No. Aspek yang Dinilai Baik
baik
1. Organisasi presentasi (pengantar, isi, kesimpulan)
2. Isi presentasi (kedalaman, logika)
3. Koherensi dan kelancaran berbahasa
4. Bahasa:
Ucapan
Tata Bahasa
Perbendaharaan kata
5. Penyajian (tatapan, ekspresi wajah, bahasa tubuh)
Skor yang dicapai
Skor maksimum 10
Keterangan:
Baik mendapat skor 2
Kurang baik mendapat skor 1

b. Rubrik untuk Penilaian Unjuk Kerja

KRITERIA
AKTIVITAS
TERBATAS MEMUASKAN MAHIR
Melakukan Tidak jelas Beberapa kegiatan jelas Semua kegiatan
Observasi pelaksanaannya dan terperinci jelas dan terperinci
Lancar mencapai
Membaca script, Lancar dan kosakata dan fungsi sosial,
Role Play kosakata terbatas, dan kalimat berkembang, serta struktur lengkap
tidak lancer ada transisi dan unsur
kebahasaan sesuai
Fungsi social tidak Fungsi social kurang Fungsi social
tercapai, ungkapan dan tercapai, ungkapan dan tercapai, ungkapan
Simulasi
unsur kebahasaan tidak unsure kebahasaan kurang dan unsure
tepat tepat kebahasaan tepat
Tidak lancar, topik Lancar, topik jelas, dan Sangat lancar, topic
kurang jelas, dan tidak menggunakan slide jelas, menggunakan
Presentasi
menggunakan slide presentasi tetapi kurang slide presentasi
presentasi menarik yang menarik
Lancar mencapai
Kurang lancar, fungsi fungsi sosial,
Membaca teks, fungsi
social tercapai, struktur struktur lengkap
social kurang tercapai,
Melakukan dan unsure kebahasaan dan unsur
ungkapan dan unsur
Monolog tepat dan kalimat kebahasaan sesuai,
kebahasaan kurang
berkembang, serta ada kalimat
tepat, serta tidak lancer
transisi berkembang, serta
ada transisi
Keterangan:
MAHIR mendapat skor 3
MEMUASKAN mendapat skor 2
TERBATAS mendapat skor 1

c. Penilaian Portofolio

Mata Pelajaran : Bahasa Inggris

Alokasi Waktu : 1 Semester
Sampel yang Dikumpulkan : karangan
 Nama Peserta didik : ______________ Kelas :_________

Contoh aspek yang dinilai

Kompetensi Tata Catatan
No Periode Perbendaharaa Kelengkapa Sistematik
Dasar bahas pendidik
n kata n gagasan a
a
Menulis 30/7
1. karangan 10/8
deskriptif .... dst
Membuat 1/9
2. Resensi 30/9
Buku .... dst

d. Penilaian Kemampuan Menulis

Aspek yang
No Kriteria Skor 1-5 Skor 1-4
Dinilai
Sangat original 5 4

Original 4 3
Keaslian
1 Cukup original 3 2
Penulisan
Kurang memahami 2 1
Hampir tidak
original
Tidak original 1

Isi sangat sesuai dengan judul 5 4

Isi sesuai dengan judul 4 3

Kesesuaian
2 isi dengan Isi cukup sesuai dengan judul 3 2
judul
Isi kurang sesuai
Isi hampir tidak 2 1
dengan judul
sesuai dengan
Isi tidak sesuai
judul 1
dengan judul
Keruntutan teks sangat tepat 5 4

Keruntutan teks tepat 4 3

Keruntutan
3 Keruntutan teks cukup tepat 3 2
Teks
Keruntutan teks
Isi hampir tidak 2 1
kurang tepat
sesuai dengan
Keruntutan teks
judul 1
tidak tepat
Pilihan kosakata sangat tepat 5 4

Pilihan kosakata tepat 4 3

Pilihan
4 Pilihan kosakata cukup tepat 3 2
Kosakata
Pilihan kosakata
2 1
kurang tepat Pilihan kosakata
Pilihan kosakata hampir tidak tepat
1
tidak tepat
5 Pilihan tata bahasa sangat tepat 5 4
 Pilihan tata bahasa tepat 4 3

Pilihan tata bahasa cukup tepat 3 2

Pilihan tata
bahasa Pilihan tata bahasa
2 1
kurang tepat Pilihan tata bahasa
Pilihan tata bahasa hamper tidak tepat
1
tidak tepat
Penulisan kosakata sangat tepat 5 4

Penulisan kosakata tepat 4 3

Penulisan
6 Penulisan kosakata cukup tepat 3 2
Kosakata
Penulisan kosakata
2 1
kurang tepat Penulisan kosakata
Penulisan kosakata hampir tidak tepat
1
tidak tepat
Tulisan rapi dan mudah terbaca 5 4

Tulisan tidak rapi tetapi mudah terbaca 4 3

Kerapihan
7 Tulisan tidak rapi dan tidak mudah terbaca 3 2
Tulisan
Tulisan tidak rapi
Tulisan rapi dan 2 1
dan sulit terbaca
hamper tidak
Tulisan tidak rapi
terbaca 1
dan tidak terbaca

e. Penilaian Kemampuan Berbicara (Speaking Skill)

Aspek yang
No Kriteria Skor 1-5 Skor 1-4
Dinilai
Hampir sempurna 5 4
Ada beberapa kesalahan, tetapi tidak
4 3
mengganggu makna
Ada beberapa kesalahan dan
3 2
Pengucapan mengganggu makna
1
(pronounciation) Banyak kesalahan
dan mengganggu Hampir semua 2 1
makna salah dan
Terlalu banyak mengganggu
kesalahan dan makna 1
mengganggu makna
Hampir sempurna 5 4
Ada beberapa kesalahan, tetapi tidak
4 3
mengganggu makna
Ada beberapa kesalahan dan
3 2
Intonasi mengganggu makna
2
(intonation) Banyak kesalahan
dan mengganggu Hampir semua 2 1
makna salah dan
Terlalu banyak mengganggu
kesalahan dan makna 1
mengganggu makna
Sangat lancer 5 4
Kelancaran
3
(fluency)
Lancar 4 3
 Cukup lancer 3 2

Kurang lancer 2 1
Sangat tidak
lancar
Tidak lancer 1

Sangat tepat 5 4

Tepat 4 3
Ketepatan Makna
4 Cukup tepat 3 2
(accuracy)
Kurang tepat 2 1
Hampir tidak
tepat
Tidak tepat 1

Skor Penilaian
No. Huruf Rentang angka
1. Sangat Baik (A) 86-100
2. Baik (B) 71-85
3. Cukup (C) 56-70
4. Kurang (D) ≤ 55

is the measurement of "intellectual accomplishments that are worthwhile,

significant, and meaningful,"[1] as contrasted to multiple choice standardized
tests.[2] Authentic assessment can be devised by the teacher, or in collaboration
with the student by engaging student voice. When applying authentic assessment
to student learning and achievement, a teacher applies criteria related to
“construction of knowledge, disciplined inquiry, and the value of achievement
beyond the school.” [3]
Authentic assessment tends to focus on contextualised tasks, enabling students to
demonstrate their competency in a more 'authentic' setting. Examples of authentic
assessment categories include:
 performance of the skills, or demonstrating use of a particular knowledge
 simulations and role plays
 studio portfolios, strategically selecting items

Teachers from The School of The Future in New York utilize authentic assessment
in their school and recommend that other teachers can do the same by following
the guidelines outlined below:

 Write the assessment before the lesson plan

 Outline learning standards on rubrics to help to ensure rigor
 Warm students up to learning with notecard exercises each morning
 Use in-class pop quizzes to assess student understanding and inform teaching
 Give qualitative feedback
 Ask students to reflect and assess themselves
 Use online or traditional tools to track a student’s work quality over time
 Authentic Assessment tends to focus on complex tasks or contextual tasks, allowing

student clearly demonstrates their competence or skills. Examples of authentic

assessment such as simulations and role play, portfolio, choosing a strategic activity,

and featuring an appearance.

 Authentic assessment consists of a variety of assessment techniques. First, direct

measurement skills of students associated with the long-term outcome educators,

such as success in the workplace. Second, assessing the tasks require the broad

involvement and complex performance. Third, the analysis process used to produce

the learner response on the acquisition of attitudes, skills, and knowledge.

I would not assess my students' performance by giving them a multiple choice test.

Teacher Z taught a written 'recount text' and gave a test

based on each of the students' experience. What do you
think about the teacher's test preparation?
According to me, Teacher gave explanation about the recount text:
1. Orientation: it is a statement which contains of topic an activities or event that will inform, there
are : what,when, who the participants and personal attitudes ( what the author thinks or the what ).
2. Records of events : It contains about the detail of information which happened. Based on the
topic that is told in the orientation, that is consist of time vacation, the time of leaving and means
of transport, activities during the activities, the author’s comment that express personal attitudes.
3. Re - Orientation: It contains closure that can be author’s comment or personal attitude that
happens in the vacation.
The following are the test criteria used for assessing the task base on appropriate generic structure
and grammatical feature:
 Genre based criteria deal with generic features of the text.
 Textual criteria deal with the way that the text is held together, the way that the text is held
 Syntactical language criteria deal with the internal structure of the sentence used.
The teacher will use the criteria of test in scoring writing recount.
Table 2.1 Criteria of Assessment in Writing Recount
Assessment Criteria
Generic Structure
Orientation  Introducing the participant ( when,
where, who, etc ).
Event  Explain about some problems
Reorientation  Closure of the event

Language Feature  Using simple past tense

 Using action verb
 Using temporal sequence
 Using specific participant

 Language use
 Organization
 Content
 Vocabulary

Criteria Score :
Very Good : 25-20
Good : 19-15
Poor : 14-5
Low : 4-1

Beside that the teacher can chooses guided question to help the students to arrange the sentences in
good order. In guided questions, the students are given the lists of questions, and the answers can
form a text. Using them takes the teacher given the guidance for students in writing which the
students answer the questions, combine the answers, and develop them become a good text. By using
questions, the students can solve their problems in writing because questions guide and develop their
ideas in writing a text. Besides, the questions can help the students to use correct tense in writing.
 Before starting teaching and learning process, the teacher should make
some preparations. There are some preparations that should be prepared by the
teacher such as topic, time management, and media.
For the lesson plan, the first thing that teacher should do is selecting a topic.
Teacher should choose one or two topics that will be discussed with the students.
It should be appropriate by students’ level ability and the students’ interest so that
it can help the students understand the material and motivate them to write.
Teacher prepare explanation about the RECOUNT TEXT, Definition of Recount
Text, Generic Structure of Recount Text, The Characteristics / Language Feature of
Recount Text:, and give example of Recount Text
For example, in recount text teacher can discuss the topic about “My
Holiday” base on the student experiences. Beside that The teacher also needs to
consider about time management for one meeting. It takes 2 x 45 minutes for one
meeting, so the teacher has to allocate the time. The teacher uses 15 minutes for
pre-teaching activity, 60 minutes for whilst- teaching activity, and 15 minutes for
post-teaching activities.
Then, teacher should prepare media that she/he wants to use in teaching. It
is also helpful and will be interesting for the students when they study by using
reading- writing connection Strategy and using media. The media that should be
prepared by the teacher in using this strategy is text.

Teacher Y analyzed the test based on the students' scores. Then,

the teacher made a conclusion on the basis of the mean score
for the following assessment. What do you think of this process?
Traditionally, many teachers have evaluated their students’ knowledge by giving examinations and
get the score base on the mean score,

the common tools used to measure variables in the educational setting are tests,
questionnaires, inventories, rubrics, checklists, surveys and others. Tests are usually used to
determine student achievement and aptitude that serve a variety of purposes such as entrance
exam, placement tests, and diagnostic tests. Rubrics are used to assess performance of students in
their presentations such as speech, essays, songs, and dances. Questionnaires, inventories, and
checklists are used to identify certain attributes of students such as their attitude in studying,
attitude in math, feedback on the quality of food in the canteen, feedback on the quality of
service during enrollment, and other aspects.
 Search Modes
All

Gambar

Vidéo

Lianan

SetélanTools

1. SafeSearch on

Kirang langkung 591000000 hasil (0.43 detik)

Hasil Sliksikan
Translation Result

English - detected

Indonesian

Traditionally, many teachers have evaluated their students’ knowledge by giving examinations and
get the score base on the mean score, scores whereas to get the final score of one student is not
simple, the common tools used to measure variables in the educational setting are tests,
questionnaires, inventories, rubrics, checklists, surveys and others. Tests are usually used to
determine student achievement and aptitude that serve a variety of purposes such as entrance
exam, placement tests, and diagnostic tests. Rubrics are used to assess performance of student’s in
their presentations such as speech, essays, songs, and dances. Questionnaires, inventories, and
checklists are used to identify certain attributes of students such as their attitude in studying,
attitude in English Subject, feedback on quality in the school environment, and other aspects.

Traditionally, some teachers have evaluated the knowledge of their students by giving exams and
getting scores based on average scores whereas to get the final score of one student is not that
simple, the general tools used to measure variables in educational settings are tests,
questionnaires, inventory, rubrics , checklists, surveys and more. Tests are usually used to
determine students' achievements and talents that serve a variety of purposes such as
examinations, placement tests, and diagnostic tests. Rubrics are used to assess student
performance in their presentations such as speeches, essays, songs, and dances. Questionnaires,
inventory, and checklists are used to identify certain attributes of students such as their attitude in
learning, attitudes in English language learning, feedback on quality in the school environment,
and other aspects.

Secara tradisional, beberapa guru telah mengevaluasi pengetahuan siswa mereka dengan
memberikan ujian dan mendapatkan skor berdasarkan nilai rata-rata padahal untuk memperoleh
nilai akhir satu siswa tidak sesederhana itu, alat umum yang digunakan untuk mengukur variabel
dalam pengaturan pendidikan adalah tes, kuesioner, inventaris, rubrik, daftar periksa, survei, dan
lainnya. Tes biasanya digunakan untuk menentukan prestasi dan bakat siswa yang melayani
berbagai tujuan seperti masuk ujian, tes penempatan, dan tes diagnostik. Rubrik digunakan untuk
menilai kinerja siswa di presentasi mereka seperti pidato, esai, lagu, dan tarian. Kuisioner,
inventaris, dan checklist digunakan untuk mengidentifikasi atribut tertentu dari siswa seperti
sikap mereka dalam belajar, sikap dalam pelajaran Bahasa inggris, umpan balik pada kualitas di
lingkungan sekolah, dan aspek lainnya.