Authentic assessments effectiveness on students’ motivation and interactions in English speaking

(1) * Angesti Palupiningsih Mail (SMP Budi Mulia Dua Yogyakarta, Indonesia)
*corresponding author


This research aims at (1) revealing the differences of motivation and interaction between the students who are assessed using authentic assessment and those who are not in the English speaking practices and (2) trying out whether or not authentic assessment is more effective than non-authentic assessment on the students’ motivation and interaction to deal with English speaking practices of SMPN 2. This study was a quasi-experimental study using non-equivalent with one control group and one experimental group design. The data collecting instruments were a questionnaire for students’ motivation measurement and a questionnaire for students’ interaction measurement. The validity of the instruments was gained using expert judgment and item validity. Bivariate Pearson was employed to check the item validity, whereas the reliability employed Alpha Cronbach. To see the difference in the effect of authentic assessment to the students’ motivation and the students’ interaction, the data were analyzed using the MANOVA at the significance level of 5%. The results are as follows. (1) There is a different effect of the authentic assessments on the students’ motivation and interaction. (2) Authentic assessment is more effective than non-authentic assessment on the students’ motivation and interaction to deal with English speaking practices of SMPN 2.


authentic assessments; students’ motivation; students’ interaction; English speaking practices



Article metrics

10.33292/arisen.v1i2.50 Abstract views : 107 | PDF views : 78




Full Text



Brookhart, S. M., & Nitko, A. J. (2008). Assessment and grading in classrooms. Prentice Hall.

Brown, H. D., & Abeywickrama, P. (2004). Language assessment. In Principles and Classroom Practices. White Plains, NY: Pearson Education Inc.

Conti-Ramsden, G., & Durkin, K. (2012). Language development and assessment in the preschool period. Neuropsychology Review, 22(4), 384–401.

Elton, L. (2000). The UK research assessment exercise: Unintended consequences. Higher Education Quarterly, 54(3), 274–283.

Gardner, J. (2012). Assessment and learning. Sage.

Harlen, W., & Crick, R. D. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice, 10(2), 169–207.

Harmer, J. (2003). The practice of English language teaching. Completely revised and updated. Edinburgh Gate: Pearson Education Limited.

Herrington, A., & Herrington, J. (2007). Authentic mobile learning in higher education. AARE 2007 International Educational Research Conference. Association for Research in Education.

Hidayanti, F. (2011). Peningkatan keterampilan berbicara Bahasa Inggris melalui lagu dan permainan pada siswa kelas IV di SDN Madiredo 02 Kecamatan Pujon Kabupaten Malang. Universitas Negeri Malang.

Komsi, D. N., Hambali, I., & Ramli, M. (2018). Kontribusi pola asuh orang tua demokratis, kontrol diri, konsep diri terhadap motivasi belajar siswa. Psychology, Evaluation, and Technology in Educational Research, 1(1), 55.

Kumpulainen, K., & Wray, D. (2003). Classroom interactions and social learning: From theory to practice. Routledge.

Lennon, P. (1993). The advanced learner: affective, social and motivational factors. The Language Learning Journal, 8(1), 39–43.

Nunan, D. (1999). Second language teaching & learning. Boston, MA: Heinle & Heinle publishers.

Nurhadi, N. (2013). Kesiapan SDM Indonesia menghadapi AFTA 2015. Yogyakarta.

Rivers, W. M. (1987). Interactive language teaching. Cambridge University Press.

Rosenthal, T. L., & Zimmerman, B. J. (2014). Social learning and cognition. Academic Press.

Santrock, J. (2010). Educational psychology. In Handbook of Educational Psychology.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in education: Theory, research, and applications. New Jersey: Pearson/Merrill Prentice Hall.

Schuyten, G., & Ferla, J. (2007). Can authentic assessment help in delivering competent consumers of statistics for non-academic professions? Proceedings IASE Satellite Conference on Assessing Student Learning in Statistics. International Statistical Institute.

Stiggins, R. J., Arter, J. A., Chappuis, J., & Chappuis, S. (2004). Classroom assessment for student learning: Doing it right, using it well. Assessment Training Institute.

Surgenor, P. (2010). Teaching toolkit: Effect of assessment on learning. Dublin: University College Dublin.

Tuan, L. T., & Nhu, N. T. K. (2010). Theoretical review on oral interaction in EFL classrooms. Studies in Literature and Language, 1(4), 29.

Vyortkina, D. (2003). Portfolio assessment in educational leadership programs at Master’s level. Florida State University.

Wals, A. E. J. (2011). Learning our way to sustainability. Journal of Education for Sustainable Development, 5(2), 177–186.


  • There are currently no refbacks.

Copyright (c) 2019 Assessment and Research on Education

Creative Commons License
Arisen: Assessment and Research on Education is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at