Teacher Competence in Authentic and Integrative Assessment in Indonesian Language Learning

Abstract

The purpose of this research is examine teacher competence in authentic and integrative assessment in Indonesian language learning. The participants of this research were 52 Indonesian language teachers at the senior high school level. Quantitative and qualitative approaches were used in this research. Data on teacher competency was used to capture authentic and integrative assessments of Indonesian language learning. The Questionnaire, interview, observation, and document analyses were used to collect the data. The data from the close-ended questionnaires, documentation, and observation were analyzed use descriptive statistic with a percentage formula. Data from open-ended questionnaires and interviews were analyzed used qualitative interactive model. The results of this research suggest that a some teachers understood definition and type an authentic and integrative assessment. Some teachers was applied authentic and integrative assessment in learning. They do not use rubrics in the assessment. Finally finding, the teacher does not have adequate competence in conducting authentic and integrative assessments. The teachers must be improved their competence to applied authentic and integrative assessment in Indonesian language learning.