LANGUAGE TESTING AND EVALUATION THE REPORT OF REAL TEACHING RELATED TO THE USE OF HAIA APPROACH IN TEACHING ENGLISH AS FOREIGN LANGUAGE

A.          Introduction

One of the features from curriculum 2013 is increasing the quality of affective, knowledge, and skill. Hopefully, in the end of learning process will create a productive, creative, innovative, and affective graduate (Suherdi, 2013 p.96). To measure those aspects, teachers usually use test. However, most students have negative expectation when they hear the word test. Teachers and other educational professionals spend a lot of time in designing test, evaluating and assessing students. Here Brown (2001, p.401) defines a test as an instrument or procedure designed to elicit performance from learners with the purpose of measuring their attainment of specified criteria. 

Brown (2004, p.19) also stated that practicality, reliability, validity, authenticity, and washback play as principles of language assessment. The important of content validity is to be an accurate measure and to have harmful backwash effect (Hughes, 2003 p.23). Washback is the extent to which the introduction and use of a test influences language teachers and learners to do things that they would not otherwise do that promote or inhibit language could simply be defined as the impact of test in teaching learning process ( Messick, 1996: 241).

Type of test is very influential for students’ behavior in preparing test. Infrequently, students do test by their own self. Plagiarism, cheating, counting snap are bad students behavior which should change by new curriculum. In new curriculum, teachers should design test based on authentic, holistic, and integrative approach. In authentic approach, teachers engage all the sense allowing students to create meaningful, useful, and shared outcomes (Suherdi, 2012 p. 297). In holistic approach teachers help students to find identity and purpose in life by connecting, nature, and humanitarian values. In integrated approach teachers design learning movement toward integrated lesson that help students make connection across curriculum.

B.           Theoretical Foundation

In teaching and learning process, assessment has important roles because it has backwash effect that influence the learning out comes both of learners and students. Here, Hughes (2003, p. 1) and Suherdi (2012a, p. 267) state that the effect of testing on teaching and learning is known as backwash, and can be harmful or beneficial. Based on that statement, it can be means that the outcomes of teaching and learning outcomes could be bad or good for both of teacher and students depend on the assessment that teacher give to the students. Because of the situation, arranging good assessment is very needed to reach the objectives of teaching and learning activities. Here in Indonesia, the focus of curriculum 2013 is that in its assessment.

In curriculum 2013 teachers are forced to develop students’ character related to core competences. The objectives of the core competence that was made by our government is to prepare Indonesian people religiously, productively, innovatively, and affectively in acquiring life skills not only as an individual but also as civilization and have ability to contribute in the civilization (Is, p. 10). As a result, in conducting the assessment, teacher should consider to this issues.

Holistic, authentic, and integrated approach come as a solution in conducting the assessment in Indonesia. Suherdi (2012, p.269) states that in teaching and assessing the students, HAIA can create the successfulness of build students’ language competences that related to our new curriculum.

This report was conducted to show how to apply the how holistic, authentic, and integrated assessment in the real class.

C.          Finding and Discussion

The video was taken on Monday 8 December 2014 at one of private vocational school in Bandung. The purpose of creating this video is to show how the teacher applyied the assessment in the class room that based on Holistic, authentic, and integrated assessment. Here the teaching and learning process was discussing about Describing people. The topic stated on the English textbook for senior high school that was created by the government. Specifically, the topic stated on chapter 5 in that book.

The objective of this topic was to make the students be able to develop their religiosity aspects, social aspects, knowledge aspects, and skills aspects in terms of describing people.

The first thing that the teacher did in the classroom is building students’ knowledge to the topic that will be discussed. Here, he realized that he was a new teacher in that classroom, so he used that condition to build students’ knowledge in terms of describing people. The teacher used students’ curiosity to attract students understanding toward what will they learn in that day.

The teacher started by asking the students about himself. And all of the students said that they didn’t know the teacher. So the teacher start introduced himself to the students by describing himself in front of them. This approached was used to give example to the students about how to introduce something. This strategy was used because we believed that giving students example toward what will the lean was very important to the learners.

After that, the teacher gave every single student a piece of paper and then asked the students to write his name on the paper. The objective of this activity that was done by the teacher was to make easier him in knowing the students name to assess them in the teaching and learning process. Since he was a new teacher he really needs the students to write their name in the paper.

In the next activity, after the students write their names in the paper, the teacher repeat to describe himself ( here the teacher describe his face appearance) as an example for the students about how to describe they own self. But now, after the teacher finished describing himself, he asked the students to describe their self. He asked who want to be a volunteer. One of the students raised her hand and start describing herself. The teacher came closer to the student and heard her explanation. When the student finished her explanation, the teacher gave a start for that student and draw it on her paper that was given earlier. The main purpose of this activity was to assess student affective. Moreover, the teacher also could encourage students’ motivation to do the same. The fact that after the teacher give the start, there were many students who want to try to speak although there were many students who still shy to speak up.

After that, the teacher wrote the clues that related to the face appearance to help the students in knowing the materials. Then, the teacher discussed what the meaning of the words the he was written in the white board. When the teacher finished hi explanation, he asked the students again to try to speak and describe about their self. And some of people who in the first time they were shy, they start to speak because they were helped by the clues that was written in the white board.

The next activity that teacher did in the classroom was asking the students to try the describing activity with their pairs. In this situation, the teacher helped the students who always silent and gave them experience to try describing their self. In this activity, the teacher also start to assess students affective about how their practice the language with their friends.

After the teacher think that all of students are able to describe about their self in terms of appearance, then the teacher added new material about people characteristics. The teacher started to give example again. He described his characteristics to the students. Then he wrote the clues that related to people characteristics.

The activity was continued by asked the students to write down their own characteristics on the paper that was given by the teacher. And he asked the students to practice it with their pairs. After it finished, the teacher asked the students again about who want to try to describe their appearance and characteristics. Some of the students raise their hand and try to speak and give the start to the paper. Here beside the teacher can assess both of students affective, cognitive, psychomotor, the assessment also integrated which was started by asked the students to explain their appearance and asked them to add their explanation toward their characteristics.

The last activity that was conducted by the teacher in the classroom was a game. The teacher asked the students to work in groups. Then the teacher gave photos to them. Each group had one picture. In this activity, each group should make the description about the photo. After that finished, the game was started. Each group should describe their photo to other groups, and then the other groups have to answer the question. In this kind of activity, the teacher could do many assessments. The assessment also could be authentic because every single test that has been conducted in the classroom was in line with the objectives of the teaching and learning process.

D.          Conclusion and Recommendation

In the end, we could say that the teaching activities and assessment in this real teaching was conducted by holistic, authentic and integrated approach. Beginning from starting until the end of teaching process. This real teaching applied in the classroom to measure how HAIA approach applied and how effective it was. The result, teaching and learning process was very natural and it answered what our current students need in real life. Because in teaching and learning process, the students are required to reach both perceptive and productive skills. The teacher also could assess students’ cognitive, affective and psychomotor skill.

Some important things that need to be considered by all of teachers of English were teaching and learning techniques and assessment method. Moreover both in KTSP curriculum and 2013 curriculum, HAIA approach should be applied in every teaching and activities for elementary, junior and senior high school. Because we hope our teaching and learning process will be meaningful for our next generation. English is not for imagination only but also to practice in their daily life. At least, by using HAIA approach, teaching and learning process for English subject will be something important.

REFERENCES

Brown, Douglas. (2004). Language Assessment. USA: Logman.

Hughes. (2003). Testing For Language Teachers 2^nd Edition. UK: Cambridge University

Hughes, Arthur. (2003). Testing for Language Testing. UK: Cambridge University.

Is, Syahriel. (2014). Internalisasi Kompetensi Inti untuk Optimalisasi Implementasi Kurikulum SMK 2013. Cimahi: PPPPTK BMTI. Retrieved October 7, 2014, from: http://www.tedcbandung.com/download/2014/artikel/20140502-SI01-MK01.pdf

Suherdi, Didi. (2012a). Rekontruksi Pendidikan Bahasa. Bandung:  CELTICS Press.

Suherdi, Didi. (2013). Buku Pedoman Penyelenggaraan Pendidikan Profesi Guru Bahasa Inggris. Bandung:  CELTICS Press.