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All Journal INVENTION: Journal Research and Education Studies
Neni Afrida Sari Harahap
Medan State University, Indonesia
Education Other

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The Implementation of Authentic Assessment in Grade 9 Students' Writing of Procedure Text at MTs Swasta Al-Washliyah Tanjung Morawa Neni Afrida Sari Harahap; Dwi Pradani
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3370

Abstract

This study investigates the implementation of authentic assessment in teaching writing procedure texts to ninth-grade students at MTs Swasta Al-Washliyah Tanjung Morawa. The aims of this research are to identify the aspects of authentic assessment implemented in the procedural text writing activities, and to describe how authentic assessment is applied in the classroom practice. The data and sources were collected from ten ninth-grade students who had actively participated in English learning and had experience writing procedural texts. The primary techniques and instruments used was a closed-ended Yes/No questionnaire comprising 10 questions. This instrument was systematically designed based on Hughes' (2003) five aspects of assessment, namely validity, reliability, administration, discrimination, and backwash effect. The data analysis was conducted using an interactive analysis model (Ratnaningtyas et al., 2023), involving three stages: data reduction, data presentation, and conclusion drawing. The findings reveal that the implementation of authentic assessment was partially successful. Students reported high levels of validity, as writing tasks aligned with their real-life experiences and abilities. The backwash effect was notably positive, with all students receiving constructive feedback from the teacher. The assessment also demonstrated good discriminatory power. However, reliability was less consistent, with students' perceptions of rubric use being uneven. The implementation showed weaknesses in process and holistic assessment, where teachers focused more on the final product than the overall writing process and did not fully integrate attitude assessment. These findings imply that a more systematic approach is needed to ensure consistent rubric use and incorporate process-based evaluation.
The Implementation and Challenges of Performance Based Authentic Assessment in Descriptive Text Reading Comprehension at SMAN 1 Padang Panjang Neni Afrida Sari Harahap; Putri Litania Sitinjak
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3371

Abstract

This study aims to investigate the implementation of performance-based authentic assessment in descriptive text reading comprehension and to identify the challenges faced by students at SMAN 1 Padang Panjang. This research employed a descriptive qualitative design, with data collected from ten tenth-grade students through a reading task and a questionnaire as the main data sources. The reading task consisted of a descriptive text followed by open-ended comprehension questions, while the questionnaire was distributed via Google Form to explore students’ difficulties in reading activities. The instruments used in this study were a reading comprehension task and a structured questionnaire, and the data were analyzed using descriptive qualitative analysis to interpret students’ responses and identify common patterns of difficulties. The findings revealed that performance-based authentic assessment was implemented through meaningful tasks requiring students to construct their own responses based on text comprehension. Most students achieved high scores, with an average of 85%, indicating generally good comprehension ability; however, several challenges were identified, particularly in understanding new vocabulary, identifying the main idea, and comprehending long sentences. Despite these challenges, students were generally able to understand the overall meaning of the text. The study implies that performance-based authentic assessment is effective in evaluating students’ reading comprehension in a more meaningful way, but its success depends on students’ vocabulary knowledge and reading strategies; therefore, teachers are recommended to provide vocabulary support and explicit instruction on reading strategies to improve students’ performance in authentic assessment tasks.
Students' Perceptions of the Backwash Effect of Authentic Assessment in Recount Text Writing Neni Afrida Sari Harahap; Dwi Nazwa Salsabilah Harahap
Invention: Journal Research and Education Studies Volume 7 Nomor 1 Maret 2026 | IN PRESS
Publisher : CV. PUSDIKRA MITRA JAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/invention.v7i1.3372

Abstract

This study aims to investigate three research problems: (1) students' perceptions of authentic assessment in personal experience recount text writing tasks, (2) the benefits of authentic assessment in recount text writing, and (3) the difficulties students encounter and the backwash effect of authentic assessment on their writing learning. Data were sourced from ten seventh-grade students at MTs Cerdas Murni Deli Serdang who had participated in authentic writing assessment activities. A descriptive qualitative research design was employed. Data were collected using a structured questionnaire consisting of 20 closed-ended items across three categories: students' perceptions, benefits of authentic assessment, and students' difficulties. Responses were analyzed using percentage-based descriptive statistics and interpreted qualitatively. Findings reveal that the majority of students hold positive perceptions of authentic assessment, with 90–100% expressing comfort, fairness, and clarity in the assessment process. All students (100%) agreed that writing about personal experiences aided idea expression and improved understanding of recount text structure. However, persistent difficulties were identified in vocabulary use (70%), past tense application (80%), organizing events (60%), and time management (100%). The study's implications suggest that authentic assessment not only serves as an evaluative instrument but also generates a positive backwash effect by fostering active participation, raising students' metacognitive awareness, and motivating continued writing practice. Teachers should integrate scaffolded writing support alongside authentic assessment to maximize its effectiveness in English language learning.
Co-Authors Dwi Nazwa Salsabilah Harahap Dwi Pradani Putri Litania Sitinjak