CHAPTER I

INTRODUCTION

This introduction intends to offer a brief description about the topic that is

related to and discussed in this study. This chapter provides the background of the

study, statement of the problems, purposes of the study, significance of the study,

scope and limitation, and definition of the key terms.

1.1 Background of the study

Authentic assessment is assessments that use several aspects to complete

the whole criteria. According to John Mueller, authentic assessment is a form of

assessment in which students are asked to perform real world tasks that

demonstrate meaningful application of essential knowledge and skills. Wiggins

(1993) stated that authentic assessment refers to assessment task that resemble

reading and writing in the real world and in school. With this different learning

method, the way to measure the learning also changed. Now teacher need several

method to perfectly measured the students growth.

Basically, authentic assessment consist of four assessment method which

is; written assessment, portfolio assessment, performance assessment, and project

assessment.

To do written assessment, there are two parts to complete the assessment.

The first type is sentence correction questions that require an understanding of

sentence structure. These questions ask you to choose the most appropriate word

or phrase for the underlined portion of the sentence. The second type is

construction shift questions. These questions ask that a sentence be rewritten

according to the criteria shown while maintaining essentially the same meaning as

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the original sentence. Within these two primary categories, the questions are also

classified according to the skills being tested. Some questions deal with the logic

of the sentence, others with whether or not the answer is a complete sentence, and

still others with the relationship between coordination and subordination. Nancy

Pickett, Developmental English Department, STCC (2010)

Portfolio assessment is the systematic, longitudinal collection of student

work created in response to specific, known instructional objectives and evaluated

in relation to the same criteria. Assessment is done by measuring the individual

works as well as the portfolio as a whole against specified criteria, which match

the objectives toward a specific purpose. Portfolio creation is the responsibility of

the learner, with teacher guidance and support, and often with the involvement of

peers and parents. The audience assesses the portfolio.

Performance assessment, also known as alternative or authentic

assessment, is a form of testing that requires students to perform a task rather than

select an answer from a ready-made list. For example, a student may be asked to

explain historical events, generate scientific hypotheses, solve math problems,

converse in a foreign language, or conduct research on an assigned topic.

Experienced raters--either teachers or other trained staff--then judge the

quality of the student's work based on an agreed-upon set of criteria. This new

form of assessment is most widely used to directly assess writing ability based on

text produced by students under test instructions.

Related to project based learning study, there were three previous studies

conducted by Vega (2012), Wahyu (2012), and Rimawati (2015). All of those

studies had different focus with this study. The followings are the further

explanation about those previous studies.

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The previous study conducted by Vega (2012) showed that Project Based

Learning is a teaching method in which students gain knowledge and skills by

working for an extended period of time to investigate and respond to an engaging

and complex question, problem, or challenge. Studies have proven that when

implemented well, project-based learning (PBL) can increase retention of content

and improve students' attitudes towards learning.

Wahyu (2012) also found that. PBL are worthy to be used, the conclusion

taken from the result of the data validation in  "pengembangan perangkat

pembelajaran dengan model project based learning pada mata pelajaran

matematika di smp as-salam batu". The data showed that the average score set by

the government is 4.0025. Whereas the average score of the subjects are increased

to 4.07 after the implementation of project based learning. These average score is

noted as valid. Their exam score and their graduation percentage is also increased

to 76,47%.

Rimawati (2015) also found that: (1) the implementation of PBL models

described in lesson planning, learning implementation, and evaluation of learning

(2) the constraint faced by teacher in implementation of PBL models; too much

equipment needed, take long time, and some of the students are less active in the

group (3) completion strategy that teachers do, minimize and provide simple tools

that are available in the neighborhood, teachers limit the time learners in

completing the project, the teacher need to be strict to the students who tend to

inactive. Therefore, this study will be entitles The Implementation of Project

Based Learning Based on 2013 English Curriculum.

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1.2 Statement of problems

Based on the above background, the research problems

are formulated as follows:

How is the implementation of the project assessment at SMK 11 Malang?

1.3 Purpose of the study

In order to answer the research problems, the writer states

the purposes of the study as follows:

To identify how the implementation of project assessment at SMK 11

Malang.

1.4 Significance of the study

The objective of this study is to give accurate representation of the

implementation of project based learning at SMK 11 Malang. The finding of this

study is expected to give some contribution to English teacher, students and next

researcher

This result of study will be useful to the teacher to evaluate themselves, so

they can also improve their teaching using project assessment. For further

researcher, this study can be used as the initial referral to engage another research

about project assessment in SMK 11 Malang. For the students, writer hope that

this study will enrich their knowledge in term project assessment method. So they

can also improvised their way of learning by implemented the project assessment

learning in another terms.

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1.5 Scope and limitation

The scoop of this study focused on the implementation of project

assessment by teacher at SMK 11 Malang. The study will be limited in teaching

English lessons for 10th and 11th grade.

1.6 Definition of Key term

1. Curriculum 2013 is the curriculum which is legally released in 2013 and is

integrated effort between (1) reconstruction of graduate competence, and

(2) compatibility & sufficiency, vastness & deepness of material, (3)

learning revolution and (4) assessment reformation (Ministry of Education

and Culture, 2013).

2. Authentic Assessment is assessment of learner performance that is as

closely related to a real life situation as possible and is not artificial or

contrived. One way to make an assessment more authentic is to have

learners choose the particular task they will use to demonstrate what they

have learned (International Bureau of Education: Glossary of Curriculum

Terminology, 2013).

3. Project-based learning refers to any programmatic or instructional

approach that utilizes multifaceted projects as a central organizing strategy

for educating students.

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