English Teachers' Problems in Implementing the Authentic Assessment the Seventh Grade of SMPN 1 Tarakan
The present study aimed at (1) describing the implementation of authentic assessment (2) teachers’ problems in implementing the authentic assessment. The researcher methodology used was qualitative research to obtain the data. Data collectiom techniques in this research were observations, interview, questionnare, and documentation. The subject of this research was teacher english for grade seventh of SMPN 1 Tarakan. The result showed that (1) Preparation, the preparation stage was carried out to determined the criteria for a minimum passing grade, made a test blueprint, prepared lesson plans, set learning indicators, learning objectives, assessment techniques, and scoring rubrics. Assessment process, the assessment process stage was carried out using a written test in the form of multiple choice questions, short filling, essay, and rearrangement to assess students' cognitive. Meanwhile, the teacher used project assessment in the form of written text to assess students' psychomotor aspect. Assessment result, the assessment result stage was carried out by provided corrections on students' tasks, gave scores directly, and conducted a remedial program. Reflection, the reflection stage was carried out by analyzes the difficulty level of the questions after conducting an assessment to improve the quality of learning. (2) The teachers' problems in the assessment context was caused by students' lack of mastery of vocabulary, the differences in students' ability make it difficult for teachers to give the tasks, students' lack of confidence in displaying their skills, and time constraints. The teachers' problems in the role of students was caused by the teacher did not apply “collaborative” characteristics, passive character of students in the learning process. Futhermore students who do not support marked by students who are less responsible and independent in carrying out tasks, and who have low learning enthusiasm. The teachers' problems in the scoring procedures caused by the teacher did not apply “criteria known by students” in learning activities, so the students did not know how the teacher assessed their tasks. The teachers’ problems in the process of implementing the authentic assessments was caused by time constrait and selecting material for the students.