Complexities of Authentic Assessment Implementation in English Learning at Rural Areas-Based High Schools

Abstract

This research aimed to examine the level of the implementation of authentic assessment by high school English teachers in a rural area of a district in one province in Sumatera island, Indonesia, and to explore their perception regarding the authentic assessment as well as the challenges they faced during the implementation. This research used a mixed method in which both quantitative and qualitative data were collected and analyzed. The research samples were 39 high school English teachers in the area under investigation. The research instrument used is a questionnaire comprising 38 closed questions and three open ones, distributed online via Google Forms. The questionnaire was designed using Likert Scale with options ranging from 1-5 (very poor to very good) Data were also collected using semi-structured interviews to enrich data from the Google Form. This study found that the total average score of quantitative data is 4.1, classified as good. That means the implementation of authentic assessment by English teachers is at a good level. Then from the analysis of the qualitative data, it appeared that the majority of teachers have a positive perception of authentic assessment as a tool for monitoring and evaluating student learning outcomes. However, there are still some problems faced by the teachers in implementing this assessment such as the lack of time allotment for the English subject at school, the complexity of the assessment procedures, and burden for the students. This implies that some policies are required to make the authentic assessment work well at school levels so teachers can benefit from the assessment for improving English learning at schools.