Basic Design Evaluation Of English Learning: Diah Safithri Armin, M.pd

Basic Design Evaluation Of English Learning SUBMITTED TO COMPLETE THE TASK OF ENGLISH LEARNING ASSESMENT LECTURER:

DIAH SAFITHRI ARMIN, M.PD BY: GROUP 6 AMANDA PITALOKA(0304163214 ASNIZAR JULMI (0304161016) IRMA SURYANI (0304162079) OMIVIA MADA (0304162150)

ENGLISH DEPARTMENT TEACHING AND FACULTY OF TARBIYAH STATE ISLAMIC UNIVERSITY OF NORTH SUMATERA MEDAN 2018

PREFACE Thanks for God’s love and grace for us for helping us and give us chances to finish this assignment timely. I would like to say thank you to Mrs. Diah Safithri Armin, M.PD the lecturer that always teaches us and gives much knowledge about assesment . The authors also wish to express our deep and sincere gratitude for those who have guided in completing this paper. This assignment is the one of English task that composed of English Learning Assesment. We realize this assignment is not perfect. But we hope it can be useful for us. Critics and suggestion is needed here to make this assignment be better. Hopefully, we as a student can work more professional by using English as the second language whatever we done and this paper can help the readers to expand their knowledge about English.

Medan,

September 2018

Author(s)

TABLE OF CONTENTS

PREFACE ............................................................................................................ i TABLE OF CONTENT ...................................................................................... ii CHAPTER I INTRODUCTION .................................................................. 1 1.1 Background of the Study ........................................................................... 1 1.2 Problems of the Study ............................................................................... 1 1.3 Purpose of the Study.................................................................................. 1 CHAPTER II DISCUSSION ........................................................................... 2 2.1 Basic Design Evaluation Of English Learning .......................................... 2 2.2.1 Definition of evaluation.................................................................2 2.2.2 Diversity Evaluation Of Learning Evaluation .................................. 4 2.2.3 About Language Skill ....................................................................... 5 2.2.4.Defenition Learning Design................................................... .......... 8 2.2.5.Graduated Competence Standart................................................... ... 9 2.2 Character and nature of teacher evaluation...........................................................11 2.3 Aspects evaluated.................................................................................................11 2.4 Evalution criteria .................................................................................................13

CHAPTER III CONCLUSION .................................................................... 14 REFERENCES ...............................................................................................15

CHAPTER 1 INTRODUCTION 1.1 BACKGROUND Class assessment is a teacher's activity related to decision making about the achievement of competencies or learning outcomes of students who take part in a particular learning process. For this reason, data is needed as information that is relied upon as a basis for decision making. The decision relates to whether or not the students have succeeded in achieving a competency. So class assessment is one of the pillars in the implementation of the curriculum. The data obtained by the teacher during ongoing learning can be captured and collected through procedures, techniques and assessment tools that are in accordance with the competencies to be assessed. Therefore, class assessment is more a process of gathering and using information by the teacher to give a decision, in this case the value of the learning outcomes of students based on the stages of learning. From this process, obtained a portrait / profile of the ability of students in achieving a number of competency standards and basic competencies listed in the curriculum. Assessment is a process carried out through planning steps, preparation of assessment tools, gathering information through a number of evidence that shows the achievement of learning outcomes learners, processing, and use of information about the learning outcomes of students. Class assessment is carried out in various ways, such as assessment of performance, attitude assessment, written assessment (paper and pencil test), project appraisal, product assessment, assessment through a collection of student work / portfolio (portfolio), and selfassessment. 1.2 PROBLEM OF STUDY 1. What is basic Basic Design Evaluation Of English Learning

1.3 PURPOSE To find out the scope of the basic design evaluation of english learning to junior high school.

CHAPTER II DISCUSSION 2.1 Basic Design Evaluation Of English Learning 2.2.1

Defenition of evaluation

Evaluation is the process of action scientific procedures to collect the results of that data are valid and acceptable to the decision in thedraft ( Suparman, 1999:7) and stage-the stage of evaluation is something systematic research to assess the design, implementation and effectiveness of a program. (chelimsky ( 1989: 75). “Evaluation is one the activities or a process that has been design to see the results of something has become the provisions or program that has been determined by the government and the school is called the curriculum, where the curriculum all the learning in the school who run by the school to reach objectives of education” (Manita, Chelimsky, Suparman) So in english learning very important to know about evaluation because is one component in learning. Evaluation is one component of the learning system in particular, and the education system in general. (Wina Sanjana 2008, 240 ). The term evaluation is no longer a new thing in living the present. Especially for people involved in the world of education. The Term evaluation is derived from English, namely the Evaluation means assessment. Evaluation has many different meanings, according to Wang and Brown in a book entitled Essentials of Educational Evaluation , it is said that Evaluation refer to the actor process to determining the value of something, that evaluation is anactor a process to determine the value rather than something. “Then the evaluation is an activity done to assess how big the results of the implementation of something that is design”. (Mukhtar, 2003 and Kunandar,2010).The results obtained from the evaluation is quality something, better that concerns about the value or meaning, while the activities for the provision of value or meaning that is evaluation”. (Zaenal Arifin, 2011. 5-6 ). Essentially evaluation is a process. Therefore the implementation of learning evaluation includes several stage. In general, the stages of learning evaluation consist of four stages. Namely (1) the preparation stage, (2)

the implementation phase, (3) the processing stage of the results, and (4) the follow up stage. The following is a brief explanation of the four learning evaluation stage. 1. Preparation Stage According to Damaianti (2007:8) this stage is also called the planning and formulation stage of the criteria. The steps include: a. The formulation of evaluation objectives b. Determining of aspects to be evaluated c. Determining the method and form of evaluation ( test/ non test ) d. Planning evaluation time e. Conducting trials ( for tests ) in ordering to measure their validity and realibility.

2. Implementation Phase Implementation phase or also called the measurement stage and data collection is the stage to gather information about the state of the evaluation object ( student ) by using test or non test techniques, the question used should have been tested for validity and reliability. The test used can take the form of written, oral, or pre test.

3.

The Result of Processing

Result processing is the examination phase of the evaluation results by giving a score. The score obtained by the student is then converted into a value. On the written test the examination of the results is done after the test is completed, while in oral and practical tests, the assignment of values is carried out together with the time of the test. 4. Students Comprehesion in learning Process The follow up stage or also called the students comprehension used as the stage to take decisions based on the value generated at the processing stage of the results, for example: a.

improving teaching and learning process

b. Improving student learning difficulities c. Improving evaluations tools d. Making an evaluation report ( report card )

2.2.2

Diversity Evaluation Of Learning Evaluation

Evaluation of language and literature learning can be done through tests or non tests.

1. Test That can be carried ouy in learning language and literature are written test, oral test, and practice/ deed test. Based on the test language competence can be divided into tests of language competence, language skill, and literature, the following is an example of the problem.

A. The Problem of Linguistic competence According to Damaianti( 2007:9 ) tests relating to competence linguistics can be broadly grouped into structure and vocabulary. The target of this sturucture test includes understanding and use of the words, phareses and sentences. Here is an example of the problem. 1. Word Formation Question 

Showing the original word



Forming derivative words



Adjusting the form of the word problem of forming phrases

1. The Problem of Forming phrases 

Arranging words



Completing words into phrases



Forming phrases



Explaining the meaning of phrases

2. The Problem of Sentence 

Recognizing sentence



Make sentence



Arrange sentence



Change sentence

3. Vocabulary Question 

Gives the equivalent of words ( synonims )



Explain the meaning of the word



Completes the sentence



Complete the paragraph



Show the object



Demonstrates



Mention the word

2.2.3

Language Skill

a. The Problems of Speaking Speaking tests ability require students to demonstrate their abilities and mastering of several aspects and rules of language use that are expressed verbally. For example : 

A short story



Retelling



Giving a speech



Dialogue

b.

The Problems of Reading. Test carried out in essay tests with questions that can be answered with long and complete

answers. In addition, reading tests can also be presented with objective questions, such as multiple choice, completing, matching, or a combined form. For example: 

Completing the discourse



Answering the question



Summarising the contents of the reading

2. Non-Test

In learning language and literature , the non-contest evaluation or assessment process can be obtained through various techniques, namely :

A. Directly Assessment

Direcky assessment is also known as an assessment of performance or action. This assessment is carried out at the time or after students have carried out learning activities. Performance evaluation asks students to demonstrate their ability to communicate in various contect directly. The measurement can use the observation sheet in the form of a check list format, rating scale, or a form box that is divided into behavioral categories. The level of performance is specified for each

category. For example, the teacher can fill in a list with a check mark ( for the lowest performance, two ticks for medium, and three ticks for high levels.

a. Directly Basic Assesment Harsiati( 2003:5 ) points out things that need to be considered in developing this performance assessment.

1. Task Planning 

The task is given a clear context and requires students to think high level.



The task is identified from a real and meaningful communication context for student.



Teachers must considered ways to overcome student diversity.



The task is not threatening.



The task are designed according to the competencies that must be achieved.



The task are designed the same for all students and with sufficient time.



Available sources and equipment.

2. Determinating of Criteria 

Criteria contain indicators that are in accordance with the competencies to be achieved .



Criteria are clearly defined



Criteria and indicators are agreed upon between the teacher and students.



Example of applying criteria are discussed together by students and teachers.



There is a clear level.



All aspects that are important in a competency aare included in the criteria.

3. The Role of students In Assesment Criteria 

Criteria need to be notified to students and discussed



Students are given the freedom to increase or decrease the criteria to be adequate



Students are given the opportunity to practice basd on these criteria



Students are given the appropriate feedback



Students need to have preliminary knowledge/ skills



Students need to assess their own work based on predetermined criteria

4. Reporting of The Result



Reports need to be completed with evidence



Reports in the form of feedback that are descriptive and specific the report emphasizes the processes and prod

2.2.4

Defenition Learning Design

At the beginning of learning, assessment is carrid out to determine students initial abilities (diagnostic) or placement of students in certain leraning groups. When learning takes place, assessment activities are caared out to measure the achievent of learning objectives that have been established and the results are used as feedback carried out (formative). In a course of course there is a name for assessment, the assessment here is how the student or how well a student understands the material we convey.(Pandjaitan, 2003). In curriculum development, evaluation activities are carried out in every stage of curriculum development, from needs analysis, goal setting, assessment, material development, to learning activities (Brown, 2002:28).

Class assessment refers to criteria or standards, meaning Interpretation of assessment results depends on the extent to which students reach or master the criteria or benchmarks that have been determined.Class assessment must be authentic, meaning integrated assessment in the learning process by using a variety of methods and techniques that are in accordance with the goals and processes and learning experiences of students so that the objectives and functions of assessment are more effective for improving student learning.Class assessment is carried out continuously. This means aassessment activities can be done after students learn somethingcompetence. Reporting is done using information that has beenobtained through assessment for each competency.In learning English, we do not only need to assess students' knowledge of their syntax and vocabulary and abilities use English as a communication tool, but more than that namely how students create and interpret meanings, no only related to their language skills but also about their knowledge and experience. We also need to assess abilities students in analyzing text and context.According to (Manita Karki 2014) In his research stated the learning design is the learning process as a whole to meet the goals of an education this study was conducted to determine the extent to which the ability and preparedness of the English teachers in teaching junior highschool in curriculum set.

2.2 Character and nature of teacher evaluation Particular features of teacher evaluation procedures include:

Teachers assessed. A particular teacher evaluation model might cover the totality of teachers in the system or a subset of teachers depending on the contract type (e.g. tenured vs. contract teachers), stage of the career (e.g. beginner vs. experienced), level of education (e.g. primary vs. secondary education), and type of education (e.g. general programmes, vocational programmes of adult education). Character of evaluation. Teacher evaluation may be mandatory or voluntary. The latter might however be linked to promotion within the career. Nature of evaluation. Teacher evaluation might be mostly externally-driven or primarily internally-based (or school-based). In the former case, aspects assessed, instruments used as well as evaluation criteria are common across schools and evaluators are predominantly external to the school of the assessed teacher. In the latter case, the school takes responsibility for designing specific evaluation criteria and instruments, following-up evaluation results and evaluators are mostly internal to the school. Frequency. Teacher evaluation can be carried out at regular intervals (e.g. every two years), at key stages of the career (e.g. for promotion within the career), or on specific occasions such as at the end of the probationary period or for contract renewal for contract teachers. 2.3 Aspects evaluated The above reference standards are established for key assessment domains. A reference contribution in this area is the Danielson‟s Framework for Teaching (1996, 2007), which is articulated to provide at the same time “a „road map‟ to guide novice teachers through their initial classroom experiences, a structure to help experienced professionals become more effective, and a means to focus improvement efforts”. The Framework groups teachers‟ responsibilities into four major areas further divided into components: - Planning and Preparation: demonstrating knowledge of content and pedagogy, demonstrating knowledge of students, selecting instructional goals, designing coherent instruction , assessing student learning;

- The Classroom Environment: creating an environment of respect and rapport, establishing a culture for learning, managing classroom procedures, managing student behavior and organising physical space; - Instruction: communicating clearly and accurately, using questioning and discussion techniques, engaging students in learning, providing feedback to students, demonstrating flexibility and responsiveness; - Professional Responsibilities: reflecting on teaching, maintaining accurate records, communicating with families, contributing to the school and district, growing and developing professionally, showing professionalism. Each of these components consists of several elements to evaluate. For example, the teacher‟s knowledge of students encompasses elements such as knowledge of characteristics of age groups, knowledge of students‟ varied approaches to learning, etc. This framework has influenced a large number of teacher evaluation systems around the world. For instance, Chile‟s four domains and twenty criteria of assessment were largely inspired by the Framework (Avalos and Assael, 2006). Another example can be found in the Professional Standards for Teachers in England (TDA, 2007b). The work of a teacher involves considerably more than the pedagogical activities associated with student learning. It is therefore appropriate that teacher evaluation models consider professional responsibilities less directly related to the teaching itself. This recognises the fact that the demands on schools and teachers are becoming more complex and teachers have their areas of responsibility broadened. Some examples are: working and planning in teams; projects between schools; management and shared leadership; providing professional advice to parents; building community partnerships for learning; and participation in professional development (OECD, 2005).

2.4 Evaluation criteria The essential basis for good practice in evaluation is the existence of clear criteria which are consistently applied by competent (trained and experienced) evaluators. This requires the development of explicit guidelines about what is expected from professional practice. Teacher evaluation procedures require setting up evaluation criteria to determine the level of performance of individual teachers for each of the aspects assessed. This typically implies the development of indicators and/or standardised forms to record teacher performance. An additional criterion is the weighting of the different aspects assessed in order to compute an overall quantitative rating, in case it is part of the teacher evaluation model. This permits then to associate the quantitative rating to a qualitative scale, e.g. „unsatisfactory‟, „basic‟, „proficient‟, and „distinguished‟. Some teacher evaluation models establish quotas for the proportion of teachers who can be rated at the top of the scale (e.g. „distinguished‟). Such approach runs counter to a criterionreferenced evaluation. However it might be justified in cases of an incipient culture and tradition of evaluation models to preclude a situation whereby most teachers end up being rated at the top of the scale, in which case the model loses its purpose.

CHAPTER III

CONCLUSION Evaluation is one the activities or a process that has been design to see the results of something has become the provisions or program that has been determined by the government and the school is called the curriculum, where the curriculum all the learning in the school who run by the school to reach objectives of education. Basic Design Evaluation Of English Learning to junior high school is they must understanding about reading , writing, speaking and listening .

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