Proposal For Qualitative Research Body Part

 

1. In Intr trod oduc ucti tion on

1.1.

Background

Assessment is one of the most important aspects in education because it is a process to deter det ermi mine ne stude student nts’ s’ co comp mpet eten ence ce an and d pe perf rfor orma manc nce. e. Cour Course sess in la langu nguag agee le lear arni ning ng commonly incorporate both the learning process and assessment techniques. Appropriate and finely tuned input that provided following the right and engaging methodology followed by meaningful assessment that directly related to the desired outcome promotes good language learning. Teachers must assess their students after giving them learning materi mat erials als in the classr classroom oom by using using the most most approp appropria riate te instru instrumen ment, t, method, method, and  procedures in order to get real information about the students’ competence in a certain English skill. The result of the assessment can be helpful information for the teacher, especially for knowing the students weakness in their learning process in the past. And then, the teacher can determine the best strategy or actions to improve the weakness.

Inform Inf ormati ation on about about learne learners’ rs’ achievem achievement ent,, progre progress ss and area area of improv improveme ement nt can be gathered through assessment which usually involves measurement. Measuring can be done by directly observing or testing behaviors or characteristics and assigning numerical rati rating ng to what whateve everr is meas measur ured ed us usin ing g an inst instru rume ment nt.. Most Most of te teac acher herss do th thes esee  procedures, but they sometimes forget about the basic purpose of assessment. The teacher  sometimes only conducts assessment for getting students data in form of score for their  educational reports. In this context, it does not mean that assessment is only the case of  observing and testing the students. The most important thing is how the teachers use the data that they have collected through test in order to describe the real students ability. Then, the teachers think seriously to find the best solution for the students’ problem found in the test result. (Madani, 2019).

The right understanding supported by scholars about assessment is to involve finding out the strength and weaknes weaknesss of the learning learning process. process. Experience and observatio observation n however  tells us assessment is understood as judging students weakness. In many occasions, 1

 

teachers only make a judge for the students’ current ability without following up for the students’ improvement. After evaluating students, teachers sometimes do not do actions for improvement. In other words, they used assessment only to fulfill the administration  purposes. Teachers should shou ld make revision, change and modification after identifying the information about the students. Through assessing a teacher can know what type of  learning learni ng can make students intereste interested d in taking taking classes and getting getting good in results. results. A teacher evaluates so that students can find out where their mistakes are in accepting the lesson.

Sometimes assessment is regarded as a reflection of teachers’ success in teaching. This makes it one of the most important aspects in learning. Some scholars in the area of  assessment view assessment and learning as a side of a coin. The bench mark for  successful learning is assessment. A teacher is required to assess learners to deduce what  percentages of students have passed the lesson. After knowing that in assessing more stude student ntss who who go gott go good od grade gradess ab abov ovee the the st stan anda dard rd,, th that at mean meanss a te teach acher er has been been successful in teaching, but if on the contrary more students fail, not only students fail but also

the

teacher

has

failed

in

teaching

process.

The literature in the area of assessment introduced several types among which authentic assessment is the one. This type of assessment by its very nature attempts to directly measure learning based on the students’ performance or products indicative of their  undertaking a given task. Opportunities are provided for students to show what they have learned through portfolios, performances, exhibitions, and demonstrations. If speaking classes adopt authentic assessments, students can actively show the material they have obtained in class through performance. This will allow increased participation in terms of  engaging not only active students but also all students of different learning capacity in the classroom. (Brown, D., 2007, Madani, 2019).

What is commonly agreed among practionners as long as assessment is concerned is it should represent genuine behavioral outcomes stated on the curriculum. It is claimed that assessment is expected to be authentic because it benefits both teachers and students. As it has been practiced in conventional classes the teacher is not just provides input, then 2

 

asks question and provide score. If the assessment is needed to be successful the teacher  should work hard to make the students understand the material apply it productively. The students on the other hand are expected to perform and practice immediately under the surveillances of the teacher. This in collaboration lets the students know what they need to be sk skil ille led d wi with th.. That That mean meanss au auth then enti ticc as asse sess ssme ment nt wi will ll al allo low w th thee st stud udent entss re real al understanding of a lesson

The researcher as an English teacher observes various opinions as long as assessing speaking skills is concerned from informal discussion of colleagues. This motivated to carry out research on the type and authenticity of speaking skills assessment carried out  by EFL teachers in the study area and how well it coincides with the ultimate purposes of  learning the speaking skills. That means how well the assessments enhance speaking fluency and accuracy.

In most speaking classes in our context, teachers usually only provide topics for the students to discuss. Then, they give assignments on the topic, and students are asked to speak up in front of the class without getting more actions from the lecturers. Sometimes the lecturer does not tell what is being assessed, so that students only speak seriously just to get scores. These less productive activities often happen in speaking class. In addition, there are very many passive students in speaking; the assessment techniques do not give them improvement. The assessment technique used by the teachers should encourage them to do improvement improvement.. In this case, the passive students students feel neglected neglected and do not get additional experience through speaking class.

Thee resu Th result lt of go good od la lang ngua uage ge sc scen enar ario io like like th this is is le less ss li like kely ly to ac achi hiev evee bo both th communicative and linguistic competence in the side of the participants. With a lack of   both (appropriate language input and progressive evaluation that makes sure the achievement of language competence), provision of several courses recurrent tests by itself might not help learners to make their own meaning with the target language they are exposed to. It is experienced in our contexts that learners are less likely to make meaning by speaking in the target language passing through many years of schooling 3

 

 beginning from their primary education to high school learning. When learners join colleg col lege/ e/ univer universit sity y learni learning ng they they are expecte expected d at least least to expres expresss themse themselve lvess and understand what is spoken in English when lectures are given at least on the basic level. Unfort Unf ortunat unately ely the fact fact curren currentl tly y observ observed ed is quite quite differ different ent fr from om this. this. Reason Reasonabl ablee numbers of learners in our context are unlikely to express themselves in English on the  basic level after completion of their high school learning that took those 10 -12 years of  lessons lesso ns in English. Let alone completion completion of high school, school, it is doubtful to speak for sure that college college graduates even make meaning /impart /impart knowledge knowledge in their specialty. specialty. One may attrib attribute ute this this with with variou variouss factor factors. s. These These may includ includee learne learners rs motiva motivatio tion, n, the learni lea rning ng enviro environme nment, nt, methodo methodolog logy, y, teache teacherr compet competence ence and evaluat evaluation ion procedu procedures res followed.

It is clear that the above factors negatively affect learners’ language competence. More importantl impor tantly y when we see the language language competence competence evaluation evaluation procedures procedures carried out in most levels of schools in our context beginning from informal classroom tests to the formal notational and end of semester tests, they all take the same format –pencil paper  test testss for for all all of the the la langu nguag agee compe compete tence ncess that that ra rang ngee fr from om th thee si simp mple le re recal calli ling ng of  knowledge to competence that require higher level thinking and skills. It clear that, language learning usually requires one’s development of skills. Yet, pencil paper tests though not inappropriate but they may not be considered as the only means to promote learne lea rners rs capaci capacity ty to expres expresss themse themselve lvess in variou variouss commun communica icativ tivee sit situat uation ionss that that encourage the use of linguistic knowledge to make meaning.

Based on the background above, the researcher will will try to investigate how the process of  assessing students‟ speaking skills in EFL Class is resembles genuine to measure and  promote a good speaking scenario on the side of the earners, e arners, especially the application o of  f  authentic speaking assessment.

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1.2.

Problem statement

It is a common understanding that language syllabuses are designed including all of the contents objectives and the learning out comes. Related to the learning outcomes there are are su sugge ggest stio ions ns on the the meth method od of ev eval alua uati tion on.. The The pr probl oblem em us usua uall lly y oc occur curss on th thee  perception and application of the suggested method of evaluation. Coupled with variable  perception of the evaluation procedures, lack of resources impedes the realization of  appropriate evaluation procedures stated on the syllabuses. Hence, teachers in various levels depend on a single, unchanging and routine way of paper pencil evaluation format even for language skills that require aural production & performance. There is a common tradit tra dition ion of giving giving tests tests and end of semest semester er exams exams to evalua evaluate te learne learners’ rs’ language language  performance. I feel this way of getting data to make decision on the performance level of  students might not perfectly coincide with the ultimate purpose of learning a language. This ways of assessing learners’ ability particularly for the skills like speaking looks like in authentic in terms of the nature of speaking skills. For example, it is experienced that in some language classes students pass through skills practices, but they are unlikely face tests that exactly match what they have experienced in the class. Instead students are required to take grammar and vocabulary paper pencil tests. This by far made students to restrict themselves on limited areas of the language and disregard important aspects that can make them more efficient users of the target language.-The wash back effect. Though we need need more more resear research ch to addres addresss proble problems ms relate related d to assess assessmen ment, t, with with this this action action research an attempt will be made to investigate teachers’ perceptions, practices and challenges related to carrying out authentic speaking assessments.

1.3.

Research questions

This research will try to answer questions related to how speaking skills is assessed in our  context. That means:



What dominant speaking assessments are carried out by university teachers?



How well the speaking assessments support students’ competence in speaking?



How much the speaking assessment carried by teachers is authentic? 5

 

1.4.

Research objectives

Gener Gen eral al objec objecti tive ve:: This This re rese sear arch ch wi will ll prom promot otee th thee us usee of sk skil ills ls ba base sed d sp spea eaki king ng assessments so as to supplement learners’ language production.

Specific objectives: This research more specifically will try to 

Invest Inv estiga igate te teacher teacher percept perception ion about about applyi applying ng authen authentic tic assess assessmen mentt in EFL speaking class.



uncover the dominant type of speaking assessment used by teachers in the study area



 describe the implementation and challenges of Authentic Speaking Assessment

1.5.  Significant o the Study  The result of this research is expected to give important information for students, English teachers. The possible significances of this research are:

1. for students

a. To introduce introduce the the students students about about how their their speaking speaking abili ability ty got assessed assessed and they they know what the parameters the teacher use in assessing.  b. To give student opportunity in improving their speaking skill to show what they have learned. c. the learner learnerss to reduce the negati negative ve wash wash back back effect effect of language language tests tests

1. fo forr Teach eacher erss

a. To introduce teachers about authentic assessment as one of the ways to assess student in speaking skill.

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 b. To inform English teachers about kinds of speaking assessment that can be used to improve students’ ability in speaking skill.

C. course provider providerss to revisit their their assessment assessment technique techniquess and change the tradition tradition if the result collected from this research helps

1.6.  Scope o the study  This research limits its area to the formats of speaking assessments in the institution where I am currently working. More specifically, it tries to explore the alternative types of speaking assessments. The research will not include other tests /assessments of other  stream/dep strea m/departmen artments ts or disciplines disciplines.. The research is confined confined to these areas among other   broad issues in language teaching methods due to the constraints such as time and finance matters.

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Review iew of Relat Related ed Litera Literatu ture re 2. Rev

2.1.

 An Introduction to Assessment

It becomes ambitious to provide a description for assessment with in short lines and  pages as it entails a broad field of study in the area of education. A vast number of books have been written and a number of theories have been developed. Assessment applies to variouss fields variou fields of studies as it also works in speaking speaking skills. Specifically Specifically many activities activities and methods are used to gather information about the level and competence of learners as long as speaking skills is concerned.

2.1.1.  Assessment, Testing and Evaluation The terms assessment, testing, and evaluation are used interchangeably in the area of  education. However they conceptually and in practice are different slightly. The term testing is usually understood as a process prepared in advance during which students try to perform their best and are aware of the fact that they are being tested. On the other  hand,, assess hand assessmen mentt is a consta constant, nt, subcon subconsci scious ous proces processs that that takes takes place place wheneve wheneverr the student answers a question, gives a comment or tries to use a new word / phrase, etc. unlike testing assessment can be self, peer, or by the teacher or even by another student. (Brown, 2004).

In addition assessment is more related to classroom practice than testing. That means assessment entails both teaching and learning processes. It strives to improve learning than being used as for placement and grading like tests do. In addition, Assessment is a classroom activity conducted by the teacher to get useful outcomes for the improvement of both teaching and learning. According to (Palomba and Banta, 1999) “Assessment is the systematic collection, review, and use of information about educational programs undertaken for the purpose of improving learning and development”. Testing however is seen as an instrument of assessment that is used for the purpose of measuring students ‘performance and sample their degree of skill. Therefore testing is not synonymous to

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assessment but administratively it is used as one of the assessment tools to gather data about the student achievement in the area of a discipline.

Evaluation is another term that is commonly used in the field of language assessment. It refers to a periodic process of gathering data and then analyzing or ordering it in such a way that the resulting information can be used to determine whether an organization or   program is effectively carrying out planned activities, and the extent to which it is achieving its stated objectives. objectives. (Brindley, 2001).

From above definitions of the three terms and the distinction made between them, we conclude that assessment as a design of classroom techniques and methods includes test as one of its instrument to provide information on how learners respond to particular  teaching approaches, while evaluation is the general term which covers the o other ther terms.

The local experience in particularly related to measuring the ability to speak skewed to moree of testi mor testing ng speaki speaking ng than than follow following ing progre progressi ssive ve assess assessmen mentt that that suppor supports ts both both teaching and learning. Informal discussion with colleagues’ teachers has found that the objective of speaking assessment is just to award marks so that students pass or fail a certain course than thoroughly measuring their speaking performance and using the result to find out areas of improvement and weakness. A quick overview of literature resulted the area of authentic assessment is an overlooked in terms of adding insights to the  practitioners.

2.2.

 Authentic Assessment

Unlike Unl ike standar standardiz dized ed multip multiple le choice choice items items authent authentic ic assess assessmen ments ts are provid provided ed for  students studen ts to measure measure “intellectual “intellectual accomplishments that are worthwhile, significant, and mean me anin ingf gful ul.”T .”The hese se ty type pe as asse sess ssme ment ntss ar aree pr prep epar ared ed by th thee te teac ache herr an and d or wi with th th thee negotiation of students. Its application either for students learning or assessment assessment makes use of criteria in advance related to construction of knowledge disciplined inquiry, and the value of achievement beyond the school.” The focus of authentic assessment is enabling students to demonstrate their competency in a more 'authentic' setting. Examples 9

 

of authentic assessment categories include: performance of the skills or demonstrating use of a particular knowledge simulations and role plays studio portfolios, strategically selecting items.

Accordi Acco rding ng to (Me (Meg g Orm Ormist iston, on, 2011 2011), ), "Aut "Authen hentic tic ass assess essmen mentt mi mirro rrors rs the tas tasks ks and  problem solving that are required in the reality outside of school." This framework for  assessment begins the same way curriculum design begins, with the question: What should students be able to do?

Once the inst instructo ructorr answers that question, they can then devise a rubri rubricc to evalu evaluate ate how well a student demonstrates the ability to complete the task. Because most authentic assessment asses smentss requi require re judgments of the degree of quali quality, ty, they tend toward the subje subjective ctive end of the assessment scale. Rubrics are an "attempt to make subjective measurements as object obj ective ive,, cle clear, ar, cons consist istent ent,, and as def defens ensibl iblee as pos possib sible le by exp explic licitl itly y def defini ining ng the crit cr iter eria ia on whi which ch pe perf rfor orma manc ncee or ach achie ieve vemen mentt sh shou ould ld be ju judge dged. d."T "Tra radi diti tiona onall lly, y, assess ass essmen mentt fol follow lowss cur curric riculu ulum. m. Aut Authen hentic tic ass assess essmen mentt is an exa exampl mplee of "ba "backw ckward ardss design" because the curriculum follows from the assessment. (Muller, J. 2013).

2.2.1. Goals o authentic assessment The goal of authentic assessment is to mirror assessment with what is carried out in the real life. Hence it provides learners with the opportunity of experimenting and solving  problems the same way that a real-life physicist would. An authentic history assessment requires students to ask questions, do independent research, and formulate answers to their questions, just like a real-life historian does. similarly after learner engaged in speaki spe aking ng act activi ivitie tiess the they y are exp expect ected ed to mak makee tra transa nsacti ctions ons in var variou iouss sit situat uation ionss or  communicative scenarios that require real communicative acts. Authentic assessment engages students and is based in content or media in which the students actually have a genuine interest. It lets students to ask, to synthesize information and use critical-thinking skills. To be engage in authentic assessment is a learning experience in and of itself and not ju just st a me mean anss to me meas asur uree wh what at st stud udent entss re reme memb mber er but ho how w th they ey th thin ink. k. Mo Most st

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importantly helps students understand where they are academically, and helps teachers know how to best teach them.

Authentic assessment generally accomplishes the following goals:

 Emphasizes what students know, rather than what they do not know

 Re Requi quire ress

st stude udent ntss to devel develop op re resp spon onse sess in inst stea ead d of se sele lect ctin ing g th them em fr from om

 predetermined options

 Directly evaluates holistic projects

 Uses samples of student work collected over an extended period of time

 Stems from clear criteria made known to students and parents

 Elicits higher-order thinking

 Allows for the possibility of multiple human judgments

 Relates more closely to classroom learning

 Teaches students to evaluate their own work 

 Consid Considers ers difference differencess in learning learning styles, styles, language language proficienc proficiencies, ies, cultural cultural and

educational backgrounds, and grade levels

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2.2.2. Types o Authentic Assessment

Assessment Oral ral Int Inter ervi view ewss

Description Teac Teache herr asks asks st studen udentts

Advantages  Informal and relaxed context  Cond Conduct ucted ed over over succes successiv sivee days days

questions about personal  background,

activities,

with each student  Record

readings, Story

or

and interests Test Students retell main ideas

Retelling

 Can

be scored on content or 

 Scored with rubric or rating scale

throu oug gh

 Can

listening or 

determine

comprehension,

reading

Students

an

language components

selected details of text

Writing Samples

on

interview guide  Student produces oral report

or 

expe perrienc nceed

observations

strategies, and development  Student produces

generate

reading reading language written

document

narrative,

 Can

expository, persuasive, or 

be scored on content or 

language components

reference paper 

 #Sco #Score red d

wi with th ru rubr bric ic or ra rati ting ng

scale  Can determine writing processes

Projects/

Students

Exhibitions

 project in

 Students

complete

make

formal

 presentation,

content area, working

 

written report, or both  Can observe oral and written

individually or in pairs  

products and thinking skills  Scored with rubric or rating scale

Experiments/

Students

Demonstrations

experiment

 Students make oral presentation,

complete  

or de demo mons nstr trat atee us usee of  12

written report, or both Can n  Ca

obse observ rvee or oral al an and d wr writ itte ten n

 

materials

products and thinking skills  Scored with rubric or rating scale

Constructed-

Students

respond

Response

writing to

Items

open-ended questions

in

 Student produces written report  Us Usua uall lly y

sc scor ored ed on su subs bsta tant ntiv ivee

information and thinking skills  Scored with rubric or rating scale

Teacher 

Teacher observes student

 Setting is classroom environment

Observations

attention, response to

 Takes little time

instructional materials, or 

 Record

inte intera ract ctio ions ns wi with th other  other  Portfolios

students Focused

collection

of  

observations

with

anecdotal notes or rating scales  In Inte tegr grat ates es

student

in info form rmat atio ion n

fr from om a

number of sources

work wo rk to sh show ow progr progres esss

 Giv Gives es overal overalll pictur picturee of studen studentt

 performance and learning

over time

Strong ong studen studentt involv involveme ement nt and  Str commitment  Calls for student self-assessment

 

O‟Malley, M.J & Pierce,L.V. (2019).

 

2.2.3. Benefits o authentic assessment Carefully Caref ully designed authentic authentic assessment assessment serves both teachers teachers and students. students. Williams Williams cited on  (Madani, (Madani, 2019). 2019). stated that authentic assessment helps students perform that have applications in real life, deepen their understanding and construct new meaning from what they already know, and apply that knowledge in a subst substantial antial manner to new situ situat atio ions ns.. It mean meanss that that in ap appl plic icat atio ion n of au auth then enti ticc as asse sess ssme ment nt,, th thee st stud uden ents ts ca can n understand the teaching materials better because the materials really happen and uses in a real life situation. They are likely to make connection with what is being learned with the challenges the may face in the real community. They are likely to feel and develop motivation and interest towards learning. Then, the students will also apply it in a real life 13

 

context because they have already known about the materials in their learning process in the classr classroom oom.. In short, short, learni learning ng by using using authen authentic tic assess assessmen mentt is meanin meaningfu gfull for  students.

The traditional assessment on the other hand according to Muller cited on ( Madani, 2019). assessment focuses more on checking the cognitive learning, namely: remember,

understand and apply apply;; while the authentic assessment focuses more on: analyze, create, create, and evaluate evaluate.. The use of authentic assessment assessment in this context is students assessed assessed when they are able to analyze the teaching materials, and then show the results of their analysis, and are able to evaluate or see the shortcomings of what they have learned in the classroom.

Furthermore Furthe rmore,, authentic authentic assessment assessment helps students students become themselves themselves with a learning learning system and how to get the knowledge they enjoy. It means that students are accustomed to being forced into learning learning systems that they don't like. It make them sometimes sometimes learn only as a formality over the teaching and learning process which is sometimes just a formality without them getting the knowledge they can indeed apply. Judith Ojung‟a & Daniel Allida cited on  (Madani, 2019). In using authentic assessment, the students can emphasize what they know, rather than what they do not know; requires them to develop responses instead of selecting them from predetermined options; relates more closely to classroom learning; teaches students to evaluate their own work; considers differences in learning styles, language proficiencies, cultural and educational backgrounds, and grade levels.

Related to advantages of authentic assessment, Williams added that students will not see a benefit to cheating because the assessment activities will be very specific to a given context focusing on real world problems in very specific and local contexts Ibid. In this context, authentic assessment is useful because in the learning process and assessment students cannot cheat and train students to be honest and confident in their own abilities. Then, it tries to provide the best version in every learning activity. In the end of each

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learning process, it is not in vain because students are always cheating every time an assessment is made.

Based on the above explanation, it is obvious that that authentic assessment has many  benefits both for students and teachers when it applies in EFL classroom. The teaching assessment becomes more meaningful for students.

2.2.4. Disadvantages o Authentic Assessment Many teachers avoid using authentic assessment in their classroom because they thought that this kind of assessment brings disadvantages for students. O‟ Malley & Pierce, cited on ( Madani, 2019). Stated that authentic assessments are new to most students who may  be suspicious; and some authentic forms of assessments can be time-consuming. The authentic scoring system was very detailed in assessing students‟ ability in a certain skill. Students are also expected to be able to pass through each process well to get satisfactory results even though it requires a long time. This is because the work to do done ne is more timeconsuming; applying, analyzing, evaluating, and, creating usually take more time than reciting and restating as discussed earlier that authentic assessment takes time because in the process it follows the correct rules or procedures, so the final results will be in accordance with the long process that has been done.

Rese sear arch ch de desig sign n 3. Re

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The research will make use of qualitative descriptive method in order to address the object obj ective ive of the study. study. Hence it follow followss descri descripti ptive ve type of resear research ch design. design.

The

qualitative data will be collected from English teachers of Hawassa University through unstr uns truct uctur ured ed inte interv rvie iew w in re recu curs rsiv ivee appro approac ach. h. As st stat ated ed by Cr Cres eswe well ll de desc scri ript ptiv ivee qualitative designs help the researcher to collect data on the spot and closely. Here the researcher plays a significant role to maintain the credibility and dependability of data collected from the participants.

3.1. Study participants English Engli sh teachers of Hawassa Hawassa University University will be the sources of data on their experiences experiences and challenges in carrying out speaking assessment when they are providing English courses cour ses.. The resear researcher cher as part part of Engli English sh teacher teacherss in thi thiss univer universit sity y had inform informal al discussions with fellow teachers and believes the teachers owe a great deal of experiences in teac teachi hing ng Engl Englis ish h as a fore foreig ign n la lang nguag uage. e. Henc Hencee th thee pa part rtic icip ipan ants ts wi will ll gi give ve th thei eir  r  experience based reflections in this area of research. To be more specific this research focuses on teachers who provide communicative English course for students joining the university.

3.2. Samples and Sampling Techniques o the Study  Among the total English language teachers in the university who provide communicative English skills seven informants will be selected randomly using a lottery system. First the all English language teachers from the department of English language & literature will  be listed down on a separate sheet of paper. pap er. Next, each member of the department from the the list list wi will ll be a co code de to re repr pres esen entt his/ his/he herr na name me.. Ea Each ch paper paper co cont ntai aini ning ng th thee co code de corresponding to English language teachers in the department will be folded down to be  part of the lottery. Then, all folded papers with the identification code of English language teachers will be put down in an open container and become ready for the lottery. Finally the researcher will draw a lottery of the participants randomly until the number set for the sample completes. 16

 

3 .3. Data Gathering Instruments

3.3.1. Unstructured interview  Data for this research will be collected through unstructured interview. For this purpose the researcher will prepare an interview guide or leading statements connected to the research questions or objectives. As qualitative data gathering follows more flexibility than quantitative according to (Zoltan D., 2007), the data gathering using the unstructured interv interview iew will conduct conducted ed in an iterati iterative ve manner. manner.

The tests tests will be prepar prepared ed by the

researcher prior to administration following good qualities of English language tests. Those tests will be used for both evaluating students’ actual performance and sources of  data for this research. Further instructors interview is used as a second instrument in this research.

3.4. Research procedure What perceptions teachers have, what does the practices look like, and the challenges while whi le conduct conducting ing authen authentic tic assess assessmen mentt is the concer concern n of thi thiss resear research ch att attemp empt. t. To investigate the issue as a procedure relevant literature will be conducted to supplement  both methodological and conceptual issues. The task of reviewing literature is assumed to get insight about the topic and assess research conducted in the area and to see what loops exist. Consulting the literature also will give points on preparing the interview guide. Thiss will Thi will be follow followed ed by collec collectin ting g respons responses es from from the inform informant antss to achieve achieve the object obj ective ivess set out. out. While While the resear researche cherr consul consults ts rel releva evant nt lit litera eratur turee in the area area as qualitative research procedure permits, data collection, analysis, and interpretation will go side by side or back and forth simultaneously. This is assumed will help the researcher  to make constant comparisons both with the data and what the insights in the theoretical underpinnings.

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3.5. Techniques o data analysis The objective of this research is to find out the perceptions, practices, and challenges faced by teachers as long as authentic speaking assessment is concerned. All interview sessions will be tape-recorded with the permission given by participants and immediately transcribed transcribe d verbatim. verbatim. The transcribed transcribed data will later be interpreted interpreted and reduced reduced into major and recurrent codes. The researchers used thematic analysis to develop themes and categories which were similar similar in meaning. The analysis of the the data from the unstructured unstructured interview will be presented in a form of descriptive explanation. As stated by Miles and Huberman (1984) that “in analyzing data of qualitative research, the analysis is done chiefly with words, not with numbers.”Therefore data collected by using unstructured interview or leading statements related to the objective of the research of will be analyzed using descriptive method. More specifically, the researcher will analyze the data based on several steps stated by Miles and Huberman (1984), i.e.: transcribing the data, reading through thr ough all the data, data, coding coding the data, data, organi organizin zing g catego categoriz rizati ation on and generat generating ing the emerging themes.

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BUDG DGET ET BRE BREAK AK DOW DOWN N 4. BU

Budget Category

Daily

   Number 

Total

wage

of Staff *

cost

(per diem)

 Number 

in

of  working

Birr

days

Data collection

Data collectors

100

3

*

Birr/day

days

Personnel total

Stationary Supplies

&

60

18,000

18,000 Photocopying

0.5

300

cost

 birr/page

 papers

50

10

500

Printing

and

150

 binding

 birr/Paper 

Pen Lexi

5 birr/pcs

10

50

Pencil

2 birr/Pcs

10

20

10 birr/pcs

5

50

600

1

600

15 birr/pcs

5

75

CD RW

25 birr/pcs

10

250

Posta Kaki Large

3 birr/pcs

10

30

50 birr/pcs

5

250

High

Lighter  

marker  Walk Wa lk man man Tape Tape recorder  Note

book 

medium

A3 Mobile card 3,500 19

 

Stationary and Supplies total

19975

5. Wor Work k plan plan (Tim (Time e fram frame) e)

R. No

Activities

Responsibility

Februar   Aprily

1.

and May

March x

Prepare proposal and Researcher 20

x

June- AugustJuly

Oct.-

September   Nove.

Decem.

 

2 3

submit Obtain fund Researcher Preparation of study Researcher

4 5

tool Preparation for work Select da data co collectors

6

and research assistants Conducting training Researcher

x

Researcher Researcher

x

x x

x x

x x

x

for data collectors and 7

supervisors Pre-testing

8 9 10

questionnaire Data collection Data entry Data analysis

11

write up clerk  Prepare workshop on Researcher/ finding

of

the Researcher

x

x

Co- researchers Co- researchers and Researcher/data

x

x x

x x x

and institution

submission

Reference

Brown, H. D. (2007). Language (2007). Language Assessment Principle and Classroom Practices. Practices. USA: Longman.

Bachman, L. F. (1990) Fundamental (1990)  Fundamental Considerations in Language Testing . Oxford: Oxford University Press.

Creswell, J. W. (2014). Research (2014). Research Design: Qualitative, Quantitative, and Mixed Method  Approaches Fourth Edition. Edition. Los Angles: SAGE.

21

 

Harmer, J. (1990). The Practice of English Language Teaching Third Edition. Edition. USA: Longman

Madani. (2019). Authentic (2019). Authentic Assessment of Speaking Skills in EFL Class ( A  A Descriptive Qualitative Analysis on English Teacher’s Assessment Process at the Second Grade Students of Senior High School Pancasila Bengkulu). Bengkulu) . Tarbiyah and Tadris Faculty. Supervisor 1: Dr.H.Ali Akbarjono,M.Pd; and Supervisor 2: Feny Martina, M.Pd.

Miles, M. B. and Huberman, A. M. (1994). Qualitative Data Analysis: A Sourcebook Third Edition. Edition. USA: Sage Publising

O‟Malley, M.J & Pierce,L.V. (2019). Traditional Vs. Authentic Assessment , Retrieved on  

March 20, 2020 from

https://abdao.wordpress.com/2015/07/18/traditional-vs-authentic-assessment/

Ormiston, Meg (2011). Creating a Digital-Rich Classroom: Teaching & Learning in a Web 2.0 World . Bloomington, IN: Solution Tree Press. pp. 2–3. ISBN 978-1-935249-870.5. 0. 5. Mueller,  Mueller, Retrived from https://en.wikipedia.org/w/index.php?title=Authentic_assessment&oldid=915727179

Miles, M.B.and A.M. Huberman (1984), Qualitative Data Analysis: A Sourcebook of   New Methods, Sage Methods,  Sage Publications, USA. Zoltan, D., (2007). Research Methods in Applied Linguistics. Quantitative, Qualitative, and Mixed Methodologies. Oxford University Press.

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