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

Angesti Palupiningsih(1*),

(1) SMP Budi Mulia Dua Yogyakarta
(*) Corresponding Author

Abstract


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.


Keywords


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

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DOI: http://dx.doi.org/10.33292/arisen.v1i2.50

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