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All Journal Austronesian: Journal of Language Science & Literature
Dernius Hura
Program Studi Pendidikan Guru Sekolah Dasar, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Nias, Kota Gunungsitoli, Sumatera Utara 22812, Indonesia
Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Implementation of Diagnostic Assessment in Indonesian Language Learning for Fifth-Grade Students Jonelis Ndaha; Mastawati Ndruru; Dernius Hura; Riana Riana
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

Diagnostic assessment enables teachers to identify students’ prior knowledge, understanding, learning readiness, and learning difficulties before instruction. This study aims to identify the forms of diagnostic assessment implemented in Indonesian language learning, examine its strengths and weaknesses, and explore its impact on students’ understanding and learning engagement. This study employed a descriptive qualitative approach. Data were collected through observations, structured interviews, and documentation involving the fifth-grade homeroom teacher and ten student informants at SD Negeri 076688 Hiligawoni. Six classroom observations were conducted from January 30 to February 28, 2026. Data were analyzed through data reduction, data presentation, conclusion drawing, open coding, and thematic construction. Data validity was established through source, technique, and time triangulation and member checking. The findings show that diagnostic assessment was primarily implemented as cognitive diagnostic assessment through oral questions, written tests, and assignments. The assessment identified students’ prior understanding, learning readiness, and difficulties and provided a basis for additional explanations or enrichment. Its strengths included increased student participation and enthusiasm and improved identification of learning needs. Its weaknesses included some students’ lack of confidence in answering questions and the additional time required, which sometimes reduced time for subsequent materials. The findings indicate that diagnostic assessment positively supported students’ understanding and learning engagement through follow-up instruction. The study recommends continuing diagnostic assessment while incorporating non-cognitive aspects and improving implementation efficiency.
The Implementation of Authentic Assessment Using Think-Pair-Share (TPS) Model to Improve Fifth-Grade Students’ Speech Text Writing Skills Indah Lestari Telaumbanua; Noibe Halawa; Dernius Hura; Otilina Gulo
Austronesian: Journal of Language Science & Literature Vol. 5 No. 2 (2026): Austronesian: Journal of Language Science & Literature
Publisher : CV Wahana Publikasi

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Abstract

Speech-writing skill is a crucial competency that elementary school students must master. However, in reality, fifth-grade students at SD Negeri 074049 Teluk Belukar still struggle with structuring speeches, developing ideas, and using language that adheres to proper conventions. Furthermore, the instructional process remains focused on final outcomes, and the implementation of assessments that evaluate the students' learning process is not yet optimal. This study aims to improve speech-writing skills through the application of authentic assessment combined with the Think–Pair–Share (TPS) learning model. This study is a Classroom Action Research (CAR) project. It was conducted over two cycles, each comprising the stages of planning, implementation, observation, and reflection. The research subjects were 20 fifth-grade students. Data collection techniques included observation, performance assessment, portfolios, and self-assessment. The data were analyzed using both descriptive qualitative and quantitative methods. The results indicated that in Cycle I, the students' speech-writing skills were still low, characterized by difficulties in selecting a topic, structuring an outline, and developing the content of the speech. A significant improvement was observed in Cycle II, with the majority of students demonstrating the ability to write speech texts systematically, develop ideas more effectively, and use more precise language. Furthermore, student engagement and active participation in the learning process also increased. Based on these findings, it can be concluded that the implementation of authentic assessment using the Think–Pair–Share (TPS) learning model can enhance the speech-writing skills of fifth-grade students at SD Negeri 074049 Teluk Belukar.
Co-Authors Indah Lestari Telaumbanua Jonelis Ndaha Mastawati Ndruru Noibe Halawa Otilina Gulo Riana Riana