Developing A Model of Scoring Rubric of Authentic Assessment for English Teachers at Senior High Schools in Lubuklinggau

Dealing with K-‘13 curriculum, one main point that makes it differs from other is
one of its element, it is measurement standard, using authentic assessment.
Authentic assessment recommends Contextual Teaching and Learning (CTL), and
scientific learning as the methods of learning at schools, see (Permendikbud, 2013).
Language authentic assessment emphasizing on the language production ability
more than theory only (linguistics competence) in daily communication to meet
various needs of the students
. Since most of the teachers especially in Lubuklinggau South Sumatera are still
unfamiliar and obscurity about authentic assessment ( based on the preliminary
study by the researcher), therefore, the researcher conduct an R&D research in
transformative concurrent technique for the purpose of having a product that can
help the teachers to overcome such an obscurity, at SMAN-1 Lubuklinggau, and
SMA Xaverius Lubuklinggau.
The result of this research proved that the instrument and the developed model
(scoring rubric of authentic assessment) are both practical to use, it proved by the
formula of t-test in which t-obtained (4.6) was further exceeds t-tab (2.518 at α =
1%) and 1.725 at α = 5 %) which is symbolizing with : 1.725 < 4.6 > 2. 528. in
degrees of freedom (df) 20 (22-2) using two tailed test. Means that quantitatively,,
Ha is accepted and automatically Ho is rejected, it implies that the developed model
is significantly effective to use by the English teachers to assess learning
achievement authentically. On the other hand, qualitatively, the research questions
are proved and answered that the teachers perception upon the authentic assessment
coring on scoring rubric was improved before and after applying the product of this
research with Pre-trial (1.8) Trial-1 (3.4) Trial-2 (4.9) using maximum
scale 5. Moreover, the teachers need the developed model (scoring rubric of
authentic assessment) fundamentally and it is very important, it cant be proved from
the difference of value between pre-trial and trial-2 for the prime informants as the
key users of the model; 4.9 (98 % in scale 5) – 1.8 ( 45% in scale 4) = 2.8 (53 %). It
implies that 53 % of their knowledge about scoring rubric of authentic assessment
improved, from weak perception before research conduction becomes significantly
strong perception after the research conduction.
The last research question to answer is that the teachers now can develop scoring
rubric for their own academic record, after mastering throughout the practice of
using the guidebook as the product of this research