Keefektifan penilaian autentik untuk menilai keterampilan berbicara siswa sekolah menengah atas

Ningsih Kusumastuti(1*),

(1) SD Muhammadiyah 28 Jakarta
(*) Corresponding Author

Abstract


Penelitian ini bertujuan untuk mengetahui keefektifan penilaian autentik untuk menilai keterampilan berbicara siswa kelas XI SMA Negeri 11 Yogyakarta. Model penilaian autentik yang digunakan adalah penilaian guru, penilaian diri dan penilaian kawan. Validitas instrumen penelitian diuji dengan menggunakan expert judgement, sedangkan reliabilitas instrumen diuji dengan menggunakan reliabilitas Alpha Cronbach. Normalitas data diuji dengan menggunakan metode Kolmogorov Smirnov Z. Keefektifan penilaian diri, penilaian kawan dan penilaian guru sebelum dan setelah perlakuan diuji dengan analisis covariance atau ANACOVA. Hasil analisis menunjukkan bahwa terdapat perbedaan kemampuan berbicara yang signifikan dengan penggunaan penilaian diri, penilaian kawan dan penilaian guru. Ketiga model penilaian tersebut memberi pengaruh yang signifikan terhadap kemampuan berbicara siswa. Penilaian kawan merupakan penilaian yang paling efektif digunakan dalam pembelajaran berbicara siswa dibandingkan dengan penilaian diri dan penilaian guru. Penilaian diri yang dikombinasikan dengan penilaian kawan paling efektif digunakan daripada penilaian tradisional dan penilaian diri yang dikombinasikan dengan penilaian guru dalam pembelajaran berbicara siswa.

 

The effectiveness of authentic assessment in learning speaking skill for students of high school

 

Abstract

The objective of this research was to know the effectivenes of  authentic assessment in learning speaking skill for the XI graders of SMA Negeri 11 Yogyakarta. The model of authentic assesment taken in this research was teacher assessment, self assessment and peer assessment. Expert judgement was used to analyze the instrument validity, while the instrument reliability was analyzed with Alpha Cronbach test. The data normality was analyzed using Kolmogorov Smirnov Z test. ANACOVA test was used to see the effectiveness of self assessment, peer assessment and teacher assessment before and after the treatment. The result showed that there were some significant differences to the students’ skill by the use of self assessment, peer assessment, and teacher assessment. The three assessments gave significant effect to the students’ speaking skill. Peer assessment was proven the most effective in learning speaking skill compared to self asessment and teacher assessment. Self assessment which was combined with peer assessment was proven the most effective one in learing speaking skill compared to traditional assessment  and self assessment which was combined with teacher assessment.


Keywords


penilaian; penilaian berbicara; penilaian autentik

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References


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DOI: http://dx.doi.org/10.33292/arisen.v1i1.25

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