EFL Teachers’ Views on English Assessment in 2013 Curriculum

  • Yulnada Sari Universitas Ahmad Dahlan
  • Efit Eriani Universitas Ahmad Dahlan
  • Bambang Widi Pratolo Universitas Ahmad Dahlan
Keywords: English teachers’ views, 2013 Curriculum, English assessment, Product assessment, Skill assessment, Knowledge assessment

Abstract

Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, most of the teachers agreed with English assessment in 2013 curriculum because attitude assessment is separated from product, skill, and knowledge assessments. This study also revealed that the teachers encountered some problems in conducting the assessments dealing with student’s low motivation, lack of vocabulary, large amount of the student in the class, and shortage of teaching duration.

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

References

Ahmad, D. (2014). Understanding the 2013 curriculum of English teaching through the teachers' and policymakers' perspectives. International Journal of Enhanced Research in Educational Development (IJERED), 2(4), 6-15.

Ashar, & Irmawati. (2016). The implementation of the 2013 curriculum of English at SMKN 1 Bantaeng: an evaluative study. ELT Worldwide, 3(2), 156-169.

Box, C., Skoog, G., & Dabbs, J. M. (2015). A case study of teacher personal practice assessment theories and compxities of implementing informative assessment. American Educational Research Journal, 52(5), 956-983.

Brown, H. (2003). Language assessment principles and classroom practices. California: Longman University Press.

Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education. London: Routledge.

Creswell, J. (2015). 30 essential skills for the qualitative researcher. Los Angeles, CA: SAGE.

Creswell, J. W. (2012). Educational research planning, conducting, and evaluating quantitative and qualitative research (4th ed,). Boston: MA Pearson.

Ekawati, Y. N. (2016). The implementation of curriculum 2013: a case study of English teacher's experience at SMA lab school in Indonesia. ELLD Journal, 7(1), 84-90.

Elliot, R., Fischer, C. T., & Rennie, D. L. (1999). Evolving guidelines for publication of qualitative research studies in psychology and related fields. British Journal of Clinical Psychology, 38(3), 215-229.

Fadillah. (2014). Implementasi kurikulum 2013 dalam pembelajaran SD/Mi, SMP/MTS, dan SMA/MA. Yogyakarta: Ar-Ruzz Media.

Hasan, S. H. (2013). History education in curriculum 2013: a new approach to teaching history. International Journal of History Education, 14(2), 163-178.

Jackson, I. L., Drummond, D. K., & Camara, S. (2007). What is qualitative research? Qualitative Research Reports in Communication, 8(1), 21-28.

Kunandar. (2013). Penilaian authentik (penilaian hasil belajar peserta didik berdasarkan kurikulum 2013). Jakarta: PT. Raja Grafindo Persada.

Maba, W. (2017). An analysis of assessment models employed by the Indonesian elementary school teachers. International Journal of Social Sciences and Humanities, 1(1), 39-45.

Maxwell, J. A. (2008). Designing a qualitative study. The SAGE handbook of applied social research methods, 2, 214-253.

Mulyasa. (2013). Curriculum development and implementation 2013. Bandung: PT. Remaja Rosdakarya.

Nasir, Z. I. (2015). Teaching English based on 2013 curriculum at junior high school in Gowa. IJET, 1(2), 246-255.

Newton, P. E. (2017). Clarifying the purposes of educational assessment. Assessment on Education: Principle Policy & Practice, 14(2), 149-170.

Nur, M. R., & Madkur, A. (2014). Teacher's voices on the 2013 curriculum for English instructional activities. IJEE, 1(2), 199-133.

Ospina, S. (2004). Qualitative research. London: SAGE Publications.

Otway, H., & Winterfeldt, D. v. (1992). Expert judgment in risk analysis and management: process, context, and pitfalls. Risk Analysis, 12(1), 83-93.

Patton, M. (2002). Qualitative research and evaluation methods. Thousand Oaks: Sage.

Pratolo, B. W. (2015). Exploring Indonesian learners' beliefs about language learning strategies through reflection. Doctoral Thesis: Monash University.

Rubin, J. (1975). What the good learner can teach us. TESOL Quarterly, 9(1), 41-50.

Taras, M. (2005). Assessment-summative and formative-some theoretical reflections. British Journal of Education Studies, 53(4), 466-478.

Yin, R. (1994). Case study research: design and methods. Beverly Hills: Sage Publishing.

Published
26-03-2020
How to Cite
Sari, Y., Eriani, E., & Pratolo, B. W. (2020). EFL Teachers’ Views on English Assessment in 2013 Curriculum . Ethical Lingua: Journal of Language Teaching and Literature, 7(1). https://doi.org/10.30605/25409190.121
Section
Regular Articles – Language