EXPLORING TEACHERS’ SECOND LANGUAGE WRITING ASSESSMENT

LITERACY

THESIS

By :

TAUFIQ AKBAR

201410100311234

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2019

EXPLORING TEACHERS’ SECOND LANGUAGE WRITING ASSESSMENT

LITERACY

THESIS

This thesis is submitted to complete one of the requirements to achieve Sarjana

Degree in English Language Education

By :

TAUFIQ AKBAR

201410100311234

ENGLISH LANGUAGE EDUCATION DEPARTMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

UNIVERSITY OF MUHAMMADIYAH MALANG

2019

ACKNOWLEDGMENT

All praises to Allah S.W.T, the most Gracious and Merciful, who never stop

blessing the researcher to complete the final task, the undergraduate thesis for late

students. High gratitude has been delivered to God to simplifying the researchers

business in writing a thesis.

The researcher personally wants to thank his parents for non-stop praying,

followed by the advisors, Mr. Dr. Estu Widodo M.Hum as the first advisor, and Mrs.

Aninda Nidhommil Hima M.Pd who have been caring the researcher in constructing

the thesis patiently, and all my friends who have been supporting by discussing the

related topic of the thesis.

The researcher admitted that this study is contained by substantial mistakes,

but the researcher believed that this writing would be very useful for the researcher,

let alone has beneficial to all readers. All critics and suggestion are opportunely

welcomed in order to make the researcher reach success.

TABLE OF CONTENTS

Approval ....................................................................................................... iii

Mottos and Dedication ................................................................................. iv

Letter of Authenticity .................................................................................... v

Abstract ........................................................................................................ vi

Acknowledgments ........................................................................................ vii

Table of Content .......................................................................................... viii

CHAPTER I INTRODUCTION

1.1. Background of Study ....................................................................... 1

1.2. Research Problem ............................................................................ 4

1.3. Research Objective .......................................................................... 4

1.4. Research Significance ...................................................................... 4

1.5. Scope and Limitation ....................................................................... 4

1.6. Definition of Key Term ................................................................... 5

CHAPTER II LITERATURE REVIEW

2.1. Assessment Literacy ........................................................................ 6

2.2. Second Language Writing ............................................................... 7

2.3. Type of Assessment ......................................................................... 8

2.4. Teachers’ Practices in Assessing Writing ........................................ 9

2. 4.1 Scoring Rubric ....................................................................... 9

2. 4. 2 Self and Peer Assessment..................................................... 10

2. 4. 3 Instructor Assessment .......................................................... 10

2. 4. 4 Portfolio Assesment ............................................................. 11

2. 4. 4 Alternative Assessment ........................................................ 12

2.5. Importance of Assessment Literacy ................................................ 12

CHAPTER III RESEARCH METHOD

3.1. Research Design.............................................................................. 15

3.2. Research Subject ............................................................................. 15

3.3. Data Collection ............................................................................... 15

3.3.1 Technique and Instrument ...................................................... 15

3.3.2 Research Procedure ................................................................ 17

3.4. Data Analysis .................................................................................. 17

CHAPTER IV FINDINGS AND DISCUSSION

4.1. Research Findings ........................................................................... 18

4.1.1Basic Knowledge about Writing Assessment ......................... 18

4.1.1.1 Scoring rubric concept ...................................................... 19

4.1.1.2 Formative and summative assessment concept................ 19

4.1.1.3 Alternative assessment concept ....................................... 20

4.1.1.4 Portfolio assessment concept ........................................... 21

4.1.1.5 Integrated writing task concept ........................................ 21

4.1.1.6 Designing writing task ..................................................... 22

4.1.2 Teachers’ Assessment Practices ............................................ 22

4.1.2.1 Scoring rubric use ............................................................ 23

4.1.2.2 Colleagues discussion of examination result ................... 23

4.1.2.3 Rater training program ..................................................... 24

4.1.2.4 Portfolio use ..................................................................... 24

4.1.2.5 Integrated writing exams .................................................. 25

4.1.2.6 Asking self-assessment for students ................................ 25

4.2. Discussion ....................................................................................... 26

CHAPTER V CONCLUSION AND SUGGESTIONS

5.1. Conclusion ...................................................................................... 28

5.2. Suggestions ..................................................................................... 28

REFERENCES ............................................................................................. 30

APPENDICES ............................................................................................. 35

1

APPENDICES

Appendix 1: Questionnaire

Questionnaire of Writing Teachers' Assessment Knowledge and Practice

Name :

Phone Number :

Gender : Male / Female

Teachers’ knowledge of basic concepts of classroom writing assessment

(Note: SA = Strongly Agree, A = Agree, N = Neutral, D = Disagree. SD = Strongly Disagree)

No. Question SA A N D SD

1 I comprehend the concept of scoring rubrics

2 I know the differences between formative and

summative assessment

3 The concept of alternative assessment is easy to me

4 I understand the concept of portfolio assessment

5 I know what is meant by integrated writing tasks

6 I know how to design good writing tasks.

Teacher’s writing assessment practices.

No. Question SA A N D SD

1 I use scoring rubrics when grading essays

2 I discuss with colleagues the results of my writing

exams

3 We do rater training in our program

4 I use portfolios in my writing classes

5 I integrate writing with other skills when I design

6 I ask students to do self-assessment in writing classes

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