<![CDATA[A major challenge faced by English language teachers is to enable their learners to use speaking skills for effective communication and to assess it. The best way to evaluate it would be through assessing students ability in real tasks of written and spoken communication as it can improve their speaking skill. However, todays foreign language teachers rarely assessed students speaking skill and they have relied on traditional pencil and paper evaluation format. Curriculum 2013 addressed to bridge the gap through authentic assessment. The present study thus attempted to address the phenomena by studying EFL secondary school teachers perception and preferences on authentic speaking performance assessment in qualitative research method. Eighteen participants from various junior and senior high school in Indonesia have answered an online questionnaire on authentic speaking performance assessment (ASPA). The study revealed that Indonesian EFL secondary school teachers have perceived adequate knowledge and practice on ASPA, it was proved by the existed implementation of ASPA in their classroom practice. Role play dedicated as the most preferred ASPA regardless teachersgender, school level or certification status. Time was main obstacle in conducting ASPA. Self-reflection was suggested to be initial respond to decide appropriate adjustment. Colleagues best practice, a talk with EFL expert via blog or other modes, and related online materials wereways to take as teachers techniques enhancement for handling and maintaining students motivation and engagement during ASPA.]]>
Copyrights © 2017
