Pengembangan Instrumen Penilaian Unjuk Kerja pada Reading Aloud Text Recount Siswa SMP pada Kurikulum 2013 (Universitas Negeri Semarang, 2017)
Penelitian pengembangan instrumen unjuk kerja 10 langkah dari Sugiyono. Data kualitatif diperoleh melalui kegiatan observasi, wawancara dan studi dokumen, sedangkan data kuantitatif diperoleh dari hasil unjuk kerja siswa dalam reading aloud yang dikembangkan. Analisis data kualitatif menggunakan teknik triangulasi, sedangkan analisis data kuantitatif melakukan uji validitas konstruk, analisis daya beda butir dan uji reliabilitas instrumen. Uji validitas konstruk menggunakan KMO and Bartlett’s Test, analisis daya beda butir menggunakan korelasi produk momen Pearson dan reliabilitas memakai formula α (konsistensi internal) dan formula Mosier. Hasil uji coba skala kecil pada instrumen unjuk kerja memiliki koofisien reliabilitas yang berkategori sedang yaitu sebesar 0,57. Pada uji coba skala luas, koofisien reliabilitas sebesar 0,698 dan berkategori tinggi. Selanjutnya, jumlah komponen (faktor) yang terbentuk pada instrumen unjuk kerja adalah sejumlah 4 faktor. Total porsentase varian unjuk kerja siswa pada pembelajaran Bahasa Inggris yang mampu dijelaskan oleh keempat faktor sebesar 63,908%. Kepraktisan instrumen terletak pada angka 156 (praktis) untuk instrumen penilaian unjuk kerja. Instrumen ini diharapkan guru tidak kesulitan menilai reading aloud siswa pada pembelajaran Bahasa Inggris. Performance from Sugiyono. The qualitative data were obtained through the observation, interviews and documentation, while the quantitative data were obtained from the students' performance in developed reading aloud. Qualitative data analysis used triangulation techniques, whereas quantitative data analysis conducted test the construct validity, item analysis of different power and reliability testing instruments. The construct validity test KMO and Bartlett’s Test and the analysis of different point used correlation Pearson product moment and reliability by using α formula (internal consistency) and Mosier formula.The result of small-scale trial on the instrument has a coefficient of performance reliability that has average category, it is 0.57. On the wide scale trials, the reliability coefficient is 0.698 and it belongs to high category. Furthermore, the number of components (factors) that were formed on the instrument of performance had 4 factors. The total of variant percentage of the performance of students in learning English are able to be explained by four factors amounted to 63.908%. The result of practicality number of instruments is located at number 156 (practical) for performance assessment instruments. This instrument is expected by the teachers that there will be no difficulty in assessing students’ reading aloud in English learning.