Discrepancy Analysis of Authentic Assessment Implementation Based on the Curriculum 2013 in EFL Classroom at SMA Negeri 4 Denpasar - ., I PUTU GEDE SUARDIKA; ., PROF. DR. A.A.ISTRI NGR.MARHAENI,M.A.; ., DR. LUH PUTU ARTINI, M.A. (Jurnal Pendidikan Bahasa Inggris Indonesia, 2016)
Penelitian ini bertujuan menganalisis diskrepansi antara pelaksanaan penilaian otentik yang ideal dan implementasi nyata di kelas EFL pada jenjang SMA dan mendeskripsikan keyakinan guru tentang penilaian otentik. Penelitian dilakukan di SMAN 4 Denpasar. Studi evaluasi deskriptif dengan menggunakan analisis diskrepansi Provus (1981) diaplikasikan sebagai desain penelitian. Data dikumpulkan dengan menggunakan lembar observasi, kuesioner dan wawancara. Data dari observasi dan kuesioner dianalisis secara kuantitatif dalam persentase yang dimana mengacu pada penilaian teoritis ideal. Selanjutnya, data dianalisa secara kualitatif. Hasil temuan penelitian yaitu diskrepansi pelaksanaan penilaian otentik di kelas EFL dikategorikan besar. Secara umum diskrepansi mencapai 62,67% dengan 69,00% pada tahap perencanaan, 58,00% pada tahap eksekusi, 61,00% di tahap analisis dan pelaporan. Temuan ini mengindikasikan bahwa ada kesenjangan antara standar penilaian dalam Kurikulum 2013 dengan implementasi nyata. Namun, keyakinan guru tentang penilaian autentik dikategorikan cukup positif. Secara umum, hasil yang diperoleh 157,33 atau 65,56%. Temuan ini sangat kontradiktif dimana keyakinan guru cukup positif namun implementasi autentik asesmen secara nyata tidak optimal. Temuan ini menyiratkan diperlukannya kebijakan lebih lanjut tentang pelaksanaan penilaian autentik terutama dalam konteks kelas bahasa Inggris.Kata Kunci : asesmen otentik, diskrepansi, keyakinan guru This study aimed at analyzing the discrepancy between the ideal authentic assessment implementation and the real implementation in EFL class at senior high school, and describing the teachers’ belief on authentic assessment. The study was conducted in SMAN 4 Denpasar. This evaluation study employed modified Provus’ discrepancy analysis by Marhaeni (2012). Data were collected by using observation sheet, questionnaire and interview. The data from observation and questionnaire were analyzed quantitatively in form of percentage of frequency with ideal theoretical reference. Further, the analyzed data were described qualitatively. The study found that, the discrepancy on authentic assessment implementation in EFL class at school observed was big. The overall result of the discrepancy rate was 62.67% with 69.00% occurred at the planning stage, 58.00% at execution stage, 61.00% at analysis and reporting stage. This finding indicated that there was a discrepancy between the standard of authentic assessment in Curriculum 2013 and the real implementation. However, the teachers’ belief on authentic assessment was categorized as moderate. The overall result was 157.33 or 65.56%. These findings were contradictive in way that the belief was positive enough but the real implementation was not optimally implemented. These findings suggested further policies on the implementation of authentic assessment especially in English classroom context.keyword : authentic assessment, discrepancy, teachers’ belief