STUDENTS’ RESPONSES ON THE APPLICATION OF AUTHENTIC ASSESSMENT

IN EFL READING CLASS

METATHESIS, Vol. 1, No. 2, Oktober 2017 p-ISSN: 2580-2712 e-ISSN: 2580-2720
asaaasasa
Written by
Triubaida Maya Ardianti, Lutfi Ashar Mauludin
Universitas Airlangga

Reviewed by
Husna Amalia Fadilah (0304161021)
State Islamic University of North Sumatera, Indonesia
PBI 6 SEMESTER V

OUTLINE OF AN ARTICLE REVIEW

Goal This study is conducted to discover the students’ responses if the

instructional framework could accommodate their needs in learning to
read in L2. Three research questions were posed: How do students
respond to the application of authentic assessment (1) in motivating
them to read longer texts in English? (2) in helping them improve their
reading skills? (3) in helping them enjoy the learning process in EFL
reading class?
Method The present study took place in an EFL reading class in one of
universities in East Java, Indonesia. It involved 27 students consisting
of 22 female and 5 male students. The reading class was the highest
level of the subsequent reading classes the students in English major
had to take. In this case, the present study applied qualitative case study
to achieve the purpose of the study.
Data In this case, both data obtained from questionnaire and observation
Collection was analyzed separately. In terms of data from questionnaire,
researchers grouped the students’ responses into the same themes, for
instance, students’ responses of the role of authentic assessment in
motivating them to read English texts, in helping them improve their
reading abilities, and enjoy their learning process while they employed a
table format of “reflective and analytical observation notes in analyzing
the observation.
Results/ 1. The actualization of authentic assessment through social practices
 Findings with teacher as a facilitator could gradually help the students positively
develop their reading skills. It motivates them have a reading routine, so
that they can find a lot more vocabulary and get used to English
discourse
2. Rubric gave students an opportunity to critically engage with texts
could also help them to comprehend the texts more deeply. It is proven
when the students made a dramatic progress in perceiving the texts. It
trains them to demonstrate their reading comprehension in more
constructive ways such as writing reviews, presentations, and
discussions
3. Authentic assessment provides space for the students to grow as a
responsible individual upon their own reading development. It helps
them assess their own reading performance. In sum, the students admit
that authentic assessment helps most of the them enjoy reading
throughout a series of social practices, in this case, the application of
authentic assessment components including portfolios, performance
assessment, and self-assessment
Conclusions Most of them admitted that the long process of practices drew them
to enjoy reading more, and become aware of their reading interest and
their reading development stages.
Comment STRENGHTS
1. The name of author on the journal is quite clear. The authors put
their email; it allows the readers can be easily criticized directly to
the author.
2. The author’s idea and concept has mentioned clearly and the
citation has been cited was not too much. So, the author’s idea and
the citation was balance and the author’s idea has described
transparently.
3. Abstract research consists of 150 words.
4. The entire content of the journal is very easy to understand with
just one time reading.
5. Keywords are easier to digest with five words and lead contents of
journals.
6. The writer mentioned clearly what their reasons to conduct a
research about to discover the students’ responses if the
instructional framework could accommodate their needs in
learning to read in L2
7. Theories were conveyed by much explanation that related to the
title with simple words that easy to understand. The writer gave
reader important points by explaining authentic assessment in
language.
8. Theories were taken by different experts. It provides more
information than related to what is being discussed in the journal.
9. From language system, the first journal used easy words so that
readers don’t need to check dictionary to understand.
10. The research method was explicit by informing every sub chapter
of research method that appropriate with the research.
11. The authors did not explain the steps of the research conducted to
obtain the results of the study.
12. The contents of the journal are in accordance with the title. The
use of journal titles is not too long and efficient.
13. The results of the study are described in full and along with
explanations that support the results of the study.
14. The researchers write the script of conversation when in interview
clearly with the subject who has been interviewed.
15. The author tells the reason why he chose the topic.
16. The introductory section presented in the journal is very good
because it explains in full from what pedagogy is for teachers to
literacy related to clear sources.
17. The authors conclude the results of the interview in more depth
and detail.

Weakness
1. The measure of score points was not be told perfectly in order to
know how much the maximum and minimum score in the level where
students’ score stand in first journal.
2. In abstract, the writers did not mention the place where they
researched, so the reader have to read all the content.
3. In this journal, researchers did not mention whether the instrument
was valid or not. Because the validity of the instrument greatly
influences the results of the study.
4. The authors did not create the limitations of their study. It will help
the readers what the authors wanted to explain in their journal.
 5. The researchers did not explain the tools for processing percentage
data whether using format observation so that it cannot be a reference
for other writers who want to research the same thing.
6. Researcher did not describe the question are and observation detail.
7. Researcher did not tell when they took the research.
8. There is no information when the questions that have been made as
objects of this research are made. This is an example of inaccurate
information.
9. The research did not tell whether all the participants are interviewed
or just a half of sample.
10. The references of journal are less than 20 sources including book or
internet.
11. Journal references’ were not published in early year that makes the
bibliography was up to date. Just one journal is up to date (2016)
Position After analyzing the whole content of the journal, according to me, I
agree with the research journal systematically. I agree that method of
research can be applied by another research because step of research
easily to apply. Then, we know that the result of research conducted
referring to whether that the students gradually respond positively to the
application of authentic assessment.
 A Review on

STUDENTS’ RESPONSES ON THE APPLICATION OF AUTHENTIC ASSESSMENT

IN EFL READING CLASS
METATHESIS, Vol. 1, No. 2, Oktober 2017 p-ISSN: 2580-2712 e-ISSN: 2580-2720

Written by
Triubaida Maya Ardianti, Lutfi Ashar Mauludin
Universitas Airlangga

Reviewed by
Husna Amalia Fadilah (0304161021)
State Islamic University of North Sumatera, Indonesia
PBI 6 SEMESTER V

This is a critical review tended to the study of this research to to discover the
students’ responses if the instructional framework could accommodate their needs in learning
to read in L2 in East Java, Indonesia. Totally, the content of journal has many benefits to
readers. Furthermore, the results of the study will contribute to the teacher. Further, a
qualitative case study is applied, and data are collected from questionnaire and 16 meeting
field-observation. Results of the study indicate that the students gradually respond positively
to the application of authentic assessment. They reveal that authentic assessment (1)
motivates them have a reading routine, so that they can find a lot more vocabulary and get
used to English discourse, (2) trains them to demonstrate their reading comprehension in
more constructive ways such as writing reviews, presentations, and discussions, and (3) helps
them assess their own reading performance. In sum, the students admit that authentic
assessment helps most of them enjoy reading throughout a series of social practices, in this
case, the application of authentic assessment components including portfolios, performance
assessment, and self-assessment.
There are some strengthens in this journal. First, the name of author on the journal is
quite clear. The authors put their email, it allows the readers can be easily criticized directly
to the author. Second, the author’s idea and concept has mentioned clearly and the citation
has been cited was not too much. So, the author’s idea and the citation was balance and the
author’s idea has described transparently, Third, dbstract research consists of 150 words. The
entire content of the journal is very easy to understand with just one time reading, Fourth,
keywords are easier to digest with five words and lead contents of journals. Fifth, the
contents of the journal are in accordance with the title. The use of journal titles is not too long
and efficient. Sixth, the results of the study are described in full and along with explanations
that support the results of the study. Seventh, the author tells the reason why he chose the
topic. Then, the introductory section presented in the journal is very good because it explains
in full from what pedagogy is for teachers to literacy related to clear sources. Next, the
discussion is clear enough to share information to the readers. In addition, the focus of the
research is explained briefly and clearly. Then, literature studies are used quite a lot, both in
Indonesian and English books and also the link addresses that support the discussion. Then,
the introductory section presented in the journal is very good because it explains in full from
what pedagogy is for teachers to literacy related to clear sources. The last, The authors
conclude the results of the interview in more depth and detail.
But some aspects of this journal are missing. This the measure of score points was not
be told perfectly in order to know how much the maximum and minimum score in the level
where students’ score stand in first journal. Then, in abstract, the writers did not mention the
place where they researched, so the readers have to read all the content. Also, in this journal,
researchers did not mention whether the instrument was valid or not because the validity of
the instrument greatly influences the results of the study. Furthermore, The authors did not
create the limitations of their study. It will help the readers what the authors wanted to
explain in their journal. Then, the authors did not create the limitations of their study. It will
help the readers what the authors wanted to explain in their journal. In the same way, The
researchers did not explain the tools for processing percentage data whether using format
observation so that it cannot be a reference for other writers who want to research the same
thing. Researcher did not describe the question are and observation detail and did not tell
when they took the research. In addition, there is no information when the questions that have
been made as objects of this research are made. This is an example of inaccurate information.
Then, The research did not tell whether all the participants are interviewed or just a half of
sample. Finally, The references of journal are less than 20 sources including book or internet.
Journal references’ were not published in early year that makes the bibliography was up to
date. Just one journal is up to date (2016).
After analyzing the whole content of the journal, according to me, I agree with the
research journal systematically. I agree that method of research can be applied by another
research because step of research easily to apply. Then, we know that the result of research
conducted referring to whether that the students gradually respond positively to the
application of authentic assessment.