The Practice of Alternative Writing Assessment in the 11th grade at SMAN Umbulsari

Muroqobah, Musfi (2024) The Practice of Alternative Writing Assessment in the 11th grade at SMAN Umbulsari. Undergraduate thesis, UIN KH Achmad Siddiq Jember.

Text (SK-032-TADRIS-B.INGGRIS-2024) Skripsi Musfi Muroqobah.pdf - Accepted Version Available under License Creative Commons Attribution Non-commercial No Derivatives. Download (4MB)

Abstract

In abstract explained, assessment is the key duty of a teacher to monitor students' performance and gauge the abilities they have acquired. Many types of assessments can be used to measure students writing' abilities, one of which is an alternative writing assessment. Alternative assessment can be used to develop a deep understanding of student's ability to express students in writing. One of the schools that applies the alternative writing assessments is SMAN Umbulsari. This program is implemented in the eleventh grade every semester before the exam. This program is certainly different from other school because this program is the hallmark at SMAN Umbulsari.
The research questions of this research are namely: 1.What are the form of Alternative writing assessment applied in the 11th grade at SMAN Umbulsari?. 2.What are the procedure of Alternative writing assessment applied in the 11th grade at SMAN Umbulsari? 3. What are the strengths and weakness of Alternative writing assessment applied in the 11th grade at SMAN Umbulsari?. The objectives of the research is to describe about form, procedures, strengths and weakness of alternative writing assessment in the 11th grade at SMAN Umbulsari.
This research used a qualitative approach, it was conducted in eleventh grade of SMAN Umbulsari, it was consisted of 36 students. The data were gathered by observation, interview, and document review. Meanwhile, technique and data source triangulation were used to validate data. To analyze the data, researchers used data condensation, data display, and drawing conclusions as data analysis.
The research finding are: 1) The forms had been applied in classroom; journals, observations, self-peer assessment. 2) The procedures for alternative writing assessment were: a) In Journal, the teacher made a rating scale to assess the students in writing. The teacher designed the scoring rubric about alternative writing assessment, based on rubric teacher used holistic scoring for the rubric. The last, after teacher did all the procedures, teacher calculating the total score. b) Self-peer assessment, the teacher made a rating scale to assess the students in writing, the teacher designed the scoring rubric about peer assessment, and then wrote it down on board. Teacher asked the students to assign score their friends. If completely, teacher asked the students to submitted to teacher. Teacher decided that it is false or wrong. The last, the teacher asked the students to calculate the total score. c) Observation, after the students finished their writing, teacher asked the students to submitted their task. The teacher asked the students to mention the difficulties of their writing, and then teacher gave feedback or reflection of their writing. 3) Strengths of alternative writing assessments: a) Students wrote well according to the lesson theme. b) Students easily created outlines based on the lesson theme. c) Students understood writing tasks better when discussed in groups. Meanwhile, weaknesses of alternative writing assessments: the students needed sufficient time to do the writing tasks, because they needed to translate into English.

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