DESCRIPTIVE ANALYSIS OF LEARNING

ASSESSMENT PROCESS BY ENGLISH TEACHERS

DURING THE PANDEMIC AT 3 SENIOR HIGH
SCHOOL SEMARANG

THESIS

Submitted in Partial Fulfillment of the Requirements for

Gaining the Bachelor Degree of
English Language Education

Organized by:

ALBANINDA NURUL HAQ

Student Number:

1703046090

PENDIDIKAN BAHASA INGGRIS

FAKULTAS ILMU TARBIYAH DAN KEGURUAN
UIN WALISONGO SEMARANG
2021
 THESIS STATEMENT

I am the student with the following identify:

Name : Albaninda Nurul Haq

Student’s Number : 1703046090
Department : English Education Department
State, that research entitled:

DESCRIPTIVE ANALYSIS OF LEARNING

ASSESSMENT PROCESS BY ENGLISH TEACHERS
AT 3 SENIOR HIGH SCHOOL SEMARANG

It is definitely my own work. I take full responsibility for the

content of this research. As for the opinion of other
researchers or the findings included in this research, I have
clearly written the sources with the norms, rules, and ethics of
scientific writing.

Semarang, 19th July 2021

The researcher,

Albaninda Nurul Haq

SN. 1703046090

ADVISOR NOTE
 TABLE OF CONTENT

THESIS STATEMENT..............................................2
ADVISOR NOTE.......................................................2
TABLE OF CONTENT.............................................5
CHAPTER I................................................................9
INTRODUCTION......................................................9

A. Background of the research................................9

B. Research questions...........................................14
C. Research objectives..........................................15
D. Pedagogical significance..................................15

CHAPTER II............................................................17
REVIEW OF RELATED LITERATURE..............17

A. Literature review..............................................17
1. Learning and Learning Outcomes...............17
2. Assessment..................................................19
3. Media..........................................................34

B. Previous Research..........................................39

CHAPTER III...........................................................43
RESEARCH METHOD...........................................43

A. Research design...............................................43
B. Research Setting..............................................44
C. Population and Sample.....................................44
1. Population...................................................44
2. Sample........................................................45

D. Source of Data.................................................46
 1. Primary Data...............................................46
2. Secondary Data...........................................47

E. Research Focus.......................................47
F. The Technique of Data Collection..........48
1. Interview.....................................................48
2. Observation.................................................50

G. Instrument........................................................52
1. Interview.....................................................53
2. Observation.................................................55

H. Technique of Data Analysis.............................57

1. Data Reduction............................................58
2. Data Display................................................58
3. Verification.................................................59

I. Data Validity Test............................................59

1. Credebility Test...........................................60
2. Transferability Test.....................................61
3. Dependability Test......................................62
4. Confirmability Test.....................................62

J. Procedure and Timeline...................................63

1. Pre Field Stage............................................63
2. Field Work Stage........................................63
3. Data Analysis Phase....................................63
4. Reporting Stage...........................................64

CHAPTER IV...........................................................64
RESEARCH FINDINGS AND DISCUSSION.......64

A. Research Findings............................................64
1. The learning assessment process by English
teachers at Senior High School 3 Semarang
during the pandemic....................................65
2. Media used in the delivering the assessment
 result by English teachers at 3 Senior High
School Semarang during the pandemic.......82
3. The obstacles faced by the English teachers
of 3 Senior Highschool Semarang in
implementing learning assessments during the
pandemic.....................................................84

B. Discussion........................................................87
1. The learning assessment process by English
teachers at Senior High School 3 Semarang
during..........................................................87
2. Media used in the delivering the assessment
result by English teachers at 3 Senior High
School Semarang during the pandemic.......90
3. The obstacles faced by the English teachers
of 3 Senior Highschool Semarang in
implementing learning assessments during the
pandemic.....................................................92

CHAPTER V............................................................95
CONCLUSION AND SUGGESTION....................95

A. Conclusion.......................................................95
B. Suggestion........................................................96
1. For school...................................................96
2. For Vice Principal of The Curriculum.........96
3. For English Teacher....................................97

REFERENCES.........................................................97
 CHAPTER I
INTRODUCTION

This chapter consists of the background

of the study, question of the research, objective of
the research and significant of the research.
A. Background of the research
The Corona Virus pandemic or COVID-19 has
many impacts on various aspects of the life of
Indonesia society. In Indonesia itself, President Joko
Widodo on March 2, 2020, officially announced that
there were Indonesian citizens who had contracted to
corona virus. By seeing the development of the virus
from time to time which continues to increase, on
March 15, 2020, the President issued an appeal to the
public and officially to all agencies to avoid close
contact or conduct social distancing, avoid crowds
such as congregating in mosques and all doing work
from home, or which we know as Work From Home
(WFH). Through the implementation of Work From
Home, there has been a physical closure of schools
starting from early childhood education to tertiary
institutions, learning, and learning activities that are
usually carried out at school must be done at home
(Learning From Home). Then came the school from
home policy as stipulated in the Minister of
Education and Culture Circular Number 36962 /
MPKA / HA / 2020 that School from Home is an
option that cannot negotiated anymore. Ready or not,
all levels of education from pre-school to college
must undertake Learning From Home. One option is
distance learning or online as an option. 1This means
that the learning and assessment processes are done
1
Jajat Sudrajat, “Kompetensi Guru di Masa
Pandemi Covid-19”, Jurnal Riset Ekonomi dan Bisnis,
(Vol. 13 No.01), p.101
 by teachers and students will still tend to be done
online.
Online Learning is the use of internet networks
in the learning process (Isman, 2016:587). 2Online
Learning is a learning method that is carried out
via the internet network. According to Mustofa
(2019: 153) Online learning was developed to
expand the reach of educational services and also
increase the availability of educational services 3.
Although it is not the same as face-to-face learning
in class, this online learning provides a solution to
avoid the transmission of the epidemic that is
currently happening.
According to Carillo and Flores (2002:478)
regarding the implementation of online classes,
there are three pedagogical factors in the use of
technology to support online learning. The first
factors in the pedagogical approach are student-
centered learning, the teacher’s role as a facilitator,
and knowledge integration. The second factor is
the learning design which includes the flexibility
of learning, learning is tailored to the individual
needs of each student, learning must be in
accordance with the context, then using the right
tools and technology when implementing online
classes. The third factor concerns facilitation
which includes clear, appropriate expectations,
questions, understanding and sensitivity to cultural

2
Isman. “Pembelajaran Moda Dalam Jaringan
(MODA DARING”. (ISBN: 978-602-361-045-7, 2016),
p.587
3
Mustofa M.I, dkk, “Formulasi Model
Perkuliahan Daring Sebagai Upaya Menekankan Disparitas
Kualitas Perguruan Tinngi”, WJIT, (Vol.01, No.02, 2019),
p.153
 issues, providing timely feedback, constructivism
and details, as well as the high attitudes and
commitment of the students.4
English has long been a very challenging
subject for most students in Indonesia. The English
learning process is packaged to develop students’
abilities to use English in everyday life. So under
any circumstances, education and learning must be
carried out in an effort to assist students in
increasing their various potentials. Talking about
learning English, it means that it will not be
separated from English assessment activities
because they are two sides that go hand in hand. 5
Talking about assessment, there is research
that discusses about assessment in the title of
Penilaian Pembelajaran Matematika di Sekolah
Dasar Selama Masa Pandemi Covid-19 conducted
by Kisno, Turmudi, and Nia. Based on interviews,
it was found that there were obstacles in the online
assessment, those are the teacher’s focus was only
on the knowledge aspects, the teacher could not
the teacher could not monitor the skills of each
student individually, the teacher cannot observe
directly how students are proficient in learning,
students are often late in collecting assignments,
and many students are suddenly smart which
means that the teacher cannot know the students'
honesty. During a pandemic like this, of course,
4
Carmen Carillo and Maria Assunao Flores,
“COVID-19 and teacher education: a literature review of
online teaching and learning practices and resources”,
European Journal of Teacher Education, (Vol.43, No.04,
2020), p.478
5
Mutiara O. Panjaitan, “Penilaian Mata Pelajaran
Bahasa Inggris”, Jurnal Pendidikan dan Kebydayaan,
(vol.16, No.03, Mei 2010), p. 311-312
 teachers must think harder and be creative so that
the assessment can still be carried out optimally
even though it is carried out online. Especially in
English lessons which are challenging lessons for
students.
Permendikbud No. 23 of 2016 explains that
assessment is the process of collecting and
processing information to measure the
achievement of student learning outcomes. A
student is said to pass when he meets the minimum
completeness limit (KKM). The minimum
completeness criterion (KKM) is the learning
completeness criterion determined by the
education unit, which refers to the graduation
competency standard, considering the
characteristics of students, the characteristics of
subjects, and the conditions of the educational
unit6. Meanwhile, according to Adams (as cited in
Kisno et al., 2020) in the world of education,
assessment is an important component in learning
that must be carried out by the teacher, assessment
is a major role in knowing how the teacher teaches
something and what students get after learning
something, which allows information about
students’ understanding, weaknesses, and strengths
in student.7
Mentioned in Permendikbud No.66 of 2013
concerning assessment standards, that the
Education Assessment Standards are criteria

6
Permendikbud Nomor 23 Tahun 2016 tentang
Standar Penliaian Pendidikan
7
Kisno, Turmudi, Nia Fatmawati, “Peniliaian
Pembelajaran Matematika di Sekolah Dasar Selama Masa
Pandemi Covid-19”, Jurnal Perempuan dan Anak, (Vol.04,
No.01, July 2020), p.101
 regarding mechanisms, procedures, and
instruments for assessing student learning
outcomes. Educational assessment is collecting
and processing information to measure the
achievement of student learning outcomes includes
authentic assessment, self-assessment, portfolio-
based assessments, tests, daily tests, midterm tests,
final semester tests, competency level exams,
competency level quality exams, exams national,
and school exams8.
The learning from home like this certainly
requires a medium as a tool between students and
teachers to carry out the learning and assessment
process. Because, during the Covid-19 pandemic it
may be different because usually teachers always
carry out assessments and learning by face-to-face
in class online / long distance, while now these
activities are being carried out online. So that
teachers and students need media to carry out
learning and assessment.9
Media is an intermediary or messenger from
the sender to the recipient of the message. So, the
media is a tool that conveys or delivers messages
in teaching. According to Dina Indriana (as cited
in Teni Nurrita, 2018), she explained media is a
very useful tool for students and educators in the
learning and teaching process. Meanwhile,
according to AECT in 1979 defines the media is a
form of channel for the information transmission

8
Permendikbud Nomor 66 Tahun 2013 tentang
Standar Penilaaian
9
Iqbal Faca Ahmad, “Alternative Assessment In
Distance Learning in Emergencies Spread of Coronavirus
Disease (Covid-19) in Indonesia”. Jurnal Pedagogik, (Vol.
07, No. 01, 2020), p.200
 process. Based on some of these opinions, it can be
concluded that the media is a tool used to convey
messages from message senders to message
recipients.10
Departing from these problems, researchers
will analyze the learning assessment process
during the pandemic by English teachers at 3
Senior High School Semarang. Where 3 Senior
High School Semarang is one of the leading
schools in Central Java with accreditation A and
once held the status of an International Standard
School (SBI). Therefore, this research was
conducted to (1) explain the learning assessment
process by English teacher during the Covid-19
pandemic, (2) describe the obstacles in carrying
out assessments during the Covid-19 pandemic, (3)
describe the media used in conveying the result of
the assessment during the Covid-19 pandemic. So
that they can use this research as a reference and
solution for handling online or home learning
English language learning and Assessment.

B. Research questions
Based on the background study, the researcher
formulated the problem of the study as follow:
1. How is the learning assessment process by
English teachers at 3 Senior High School
Semarang during the pandemic?
2. What media are used in the delivering the
assessment result by English teachers at 3
Senior High School Semarang during the
pandemic?

10
Teni Nurrita, “Pengembangan Media
Pembelajaran Untuk Meningkatkan Hasil Belajar Siswa”,
Misykat, (Vol. 03, No. 01, June 2018), p. 173
3. What are the obstacles faced by the English
teachers of 3 Senior Highschool Semarang in
implementing learning assessments during the
pandemic?

C. Research objectives
In line with the problem statements above, the
objectives of the study are as follows:
1. To explain how the learning assessment
process by English teachers at 3 Senior High
School Semarang.
2. To describe the media used in delivering the
assessment result by English teachers at
Semarang Senior High School.
3. To describe the obstacles faced by English
teachers of 3 Senior High School Semarang in
implementing learning assessments during the
pandemic.
D. Pedagogical significance
This research expects the results of this research
can be used:
1. Theoretical benefit
The theoretical benefits of this research are
expected to produce a thesis on the analysis of
the assessment methods for English teachers
during the pandemic at 3 Senior High School
Semarang.
2. Practical benefit
a. For the English teachers
This research is expected to provide high
school English teachers with knowledge
about methods for assessing learning
outcomes of 3 Senior High School
Semarang during the pandemic.
b. For Schools:
The results of this research can overcome
the problems by the teacher in carrying out
the process of assessing student learning
outcomes in English subjects.
c. For the Researchers
1) As an exercise in applying the
knowledge that has been obtained in
college.
2) As a provision to be applied when
entering the word of work.
3) As an experience that can be
developed about education and
teaching English.
d. For the next researchers
The findings of this research can help the
next researchers to obtain information
about the assessment methods used by
high school teachers during the pandemic.
 CHAPTER II
REVIEW OF RELATED LITERATURE

In this chapter describe a theory building

used a basis for research. This chapter contains
review of previous studies, theories, and conceptual
framework.

A. Literature review

In this part of the theoretical framework, there

are three points that will be discussed, including: (1)
Discussing learning and learning outcomes which
contain understanding of learning and learning
outcomes which contain understanding of learning
and learning outcomes, and factors that affect
learning outcomes, (2) Discussing the assessment
which contains the meaning of the assessment which
contains the meaning of the assessment and
assessment standards, (3) Discussing media which
contains the meaning of media, the benefits of using
media, and types of media.
1. Learning and Learning Outcomes
a. The Meaning of Learning
According to Amin (2015:115)
learning is the process of transferring
knowledge between educators to student.
Learning can also be viewed as a teacher
programmed activity in instructional design
to make students learn actively which
emphasizes the provision of learning
resources11
11
Al Fauzan Amin, “Metode & Model
 Acording to Annury (2016: 3), learning
is a process carried out by teachers who
have been programmed to teach students to
achieve the learning objective that have
been determined in accordance with the
applicable curriculum instructions. In the
learning process, teachers are required to
create a conducive learning atmosphere for
students to learn actively12. It can be
concluded that learning is the core of the
overall education process with the teacher as
the main role holder. Learning is a process
that contains a series of actions by teachers
and students on the basis of reciprocal
relationships that take place in educational
situations to achieve certain goals.
b. The Meaning of Learning Outcomes
Learning outcomes are abilities
obtained by individuals after the learning
process takes place, which can provide
changes in behavior, both knowledge,
attitudes and skills of student so that they
become better than before.
According to Rauda, et al (2020: 139)
learning outcomes are abilities obtained by
students after going through learning
activities because learning is a process and
activity of someone who tries to obtain a
form of behavior change that is relatively

Pembelajaran Agama Islam”, (Bengkulu: IAIN Bengkulu

Press, 2015), p.115
12
Muhammad Nafi Annury. “Students’ Language
Learning Style: An Ethnographic Case Study at UIN
Walisongo Semarang”. Jurnal Vision, (Vol. 05, No. 01, April
2016), p.3
 permanent.13
c. The Factors Affecting Learning
Outcomes
Student learning outcomes are the
result of a process in which there are a
number of factors that influence each other
(Santo, 2013: 12).14These factors are
children’s talents. The condition of a
person’s body also affects one’s learning
state, if the physiological or organizational
level is weak, it will affect one’s cognitive
domain so that the material that a person
studies is not traceable or not conveyed.
Learning outcomes are influenced by
external factors which include (non-social
factors and social factors) and internal
factors, namely physiological factors, which
are physical conditions contained within the
individual and psychological factors. Thus it
can be conclude that external and internal
factors in learning can affect a person’s
learning conditions. The influence can be
positive or negative depending on the
condition of each individual.
2. Assessment
a. The meaning of Assessment
Educational evaluation or assessment
can be defined as a process / activity to
13
Yeti Rudah, et al., “Pengaruh Model Inquiry
Terhadap Hasil Belajar Muatan IPS Siswa Kelas IV: Studi
Literatur”, International Journal of Technology Vocational
Education and Training, (Vol. 1, No. 2, 2020), p.139
14
Ahmad Santo, Teori Belajar dan Pembelajaran
di Sekolah (Jakarta: Kencanan Cananda, 2013), p. 12
 determine the progress of education,
compared to predetermined goals, and / or
as an effort to obtain information in the form
of feedback (feedback) for the completion of
education.15
Meanwhile, according to (Kusaeri and
Suprananta, 2012: 8) Assessment is a
systematic procedure that includes the
activities of collecting, analyzing, and
interpreting information that can be used to
make conclusions about the characteristics
of a person or object. Assessment plays an
important role in determining the success of
an education16. Kunandar (2014: 62) states
that learning outcomes are competencies or
abilities of students, both cognitive,
affective, and psychomotor that are
mastered after the learning process. Based
on some of the opinions above, it can be
conclude that the assessment of learning
outcomes is the collection of information
about the achievement of cognitive,
affective, and psychomotor abilities or
competencies that the students have after
receiving learning and learning experience.
b. Educational Assessment Standards
The Ministry of Education and Culture
(2013: 2-3) says that with the
implementation of the 2013 curriculum
which emphasizes activity-based learning,
the assessment will put more emphasis on
15
Gito Supriyadi, Pengantar dan Teknik Evaluasi
Pembelajaran, (Malang : Intimedia, 2011), p.3-4
16
Kusaeri and Suprananta, Pengukuran dan
Penilaian Pendidikan, (Yogyakarta: Graha Ilmu, 2012), p.8
the assessment of the process both in the
aspects of attitudes, knowledge and skills.
In the world of education the term
assessment is a very important component.
Based on Permendikbud No.66 of 2013 (as
cited in Sugiati and Nur) that educational
assessment standards aim to ensure:
Planning for student assessments in
accordance with the competencies to be
achieved and based on the principles of
assessment, Implementation of student
assessments in a professional, transparent,
educative effective, efficient, and in
accordance with the socio-cultural context,
Reporting the results of student assessments
in an objective, accountable, informative
manner. It is also mentioned in
Permendikbud Number 66 of 2013
Education Assessment Standards which
includes criteria regarding mechanisms,
procedures, and instruments for assessing
student learning outcomes.
1) Characteristics of Assessment of
Learning Outcomes
According to Permendikbud
Number 66 of 2013, the assessment of
student learning outcomes at the
primary and secondary education levels
is based on the following principles.
a) Objective
b) Integrated
c) Effective
d) Transparent
 e) Accountable
f) Educative.17
2) The scope, Techniques, and Assessment
The scope, techniques, and
assessment instruments of assessment in
the 2013 curriculum are contained in
Permendikbud no. 66 of 2013. The
explanation is as follows.
a) Scope of Assessment
The assessment of student
learning outcomes includes
competency attitudes, knowledge,
and skills which are carried out in a
balanced manner so that it can be
used to determine the relative
position of each student against the
predetermined standards. The scope
of the assessment refers to the scope
of the material, subject competency
content competence / program
competence, and process.18
b) Assessment Techniques and
Instruments
The techniques and
instruments used for the
assessment of the competence of
attitudes, knowledge and skills are
as follows:
(1) Attitude competence
assessment. Educators conduct

17
Permendikbud Nomor 66 Tahun 2013 Tentang Stanar Penilaian
18
Permendikbud Nomor 66 Tahun 2013 Tentang Standar Penilaian
 an attitude competency
assessment through several
techniques, including
observation, self-assessment,
peer evaluation by students and
journals. The instrument used
for observation, self-
assessment, and assessment
among students is a checklist
or rating scale, accompanied
by a rubric, while the journal is
in the form of educator notes.19
(2) Knowledge competency
assessment. Educators assess
the competence of knowledge
through written tests, oral tests,
and assignments. Written test
instruments can be in the form
of questions, multiple choice,
filling in, short answers, right-
wrong, matchmaking, and
descriptions. For the
instrument description, of
course, must be accompanied
by scoring instructions. The
oral test instrument can be in
the form of a list of questions
that will be asked during the
assessment. The assignment
instrument is in the form of
homework or projects that are
carried out individually or in
groups according to the
characteristics of the project.20
19
Permendikbud No.66 Tahun 2013 Tentang Standar Penilaian
20
Permendikbud No.66 Tahun 2013 Tentang Standar Penilaian
 (3) Skill competency assessment.
Educators assess skills
competencies through
performance appraisal, which
are assessments that require
students to demonstrate a
certain competency using
practical test, projects, and
portfolio assessments. The
instrument used is in the form
of a checklist or rating scale
equipped with a rubric.21
3) Assessment Planning
In designing an assessment, what is
done is to determine the purpose of the
assessment, the assessment reference,
the assessment tool, and the type of
assessment.
a) Purpose of Learning Outcomes
Assessment
The assessment aims to assess
student learning outcomes,
determine the strengths and
weaknesses of students, determine
the success of the learning process
at school, determine follow-up
assessments, determine the quality
of education in schools, as feedback
in improving learning programs at
schools.
b) Reference to be Used in The
Assessment

21
Permendikbud No.66 Tahun 2013 Tentang Standar Penilaian
 In the assessment of educational
learning outcomes, there are two
kinds of references used, namely
norm reference assessment and
benchmark reference assessment..
c) The Assessment Tool to be Used
According to Zainal Arifin
(1991: 21), there are generally two
techniques in evaluation, namely
test techniques and non-test
techniques. The test consists of
various forms, namely written tests,
oral tests, and action tests. The
writing test usually consists of a
limited essay test and an unlimited
essay. Meanwhile, the oral test and
the action test each consist of two
forms, namely groups and
individuals.22
Meanwhile, according to
Burhan Nurgiyantoro, the non-test
technique is an assessment
technique used to obtain
information about student
characteristics without using a test
kit. Non-test techniques are used to
obtain data that are indirect or
indirectly related to cognitive
behavior.23
4) Appraisal Intsrument Development

22
Zainal Arifin, Evaluasi Intsruksional, Prinsip,
Teknik, Prosedur, (Bandung: PT. Remaja Rosdakarya, 1991)
23
Burhan Nurgiyanto, Penilaian dalam Pengajaran
Bahasa dan Sastra, (Yogyakarta: Multi Pressindo, 2009)
 There are nine steps needed in
developing a learning outcome test
(Djemari Mardapi, 2008: 88). The nine
steps are: Compiling test specifications,
writing test questions, examining test
questions, conducting test trials,
analyzing test items, improving the test,
assemble the test, carry out the test,
interpret the test results.24
5) Implementation of The Assessment
Based on Permendikbud Number 66
of 2013 concerning Assessment
Standards, there are three assessments,
namely the assessment of learning
outcomes by educators, assessment of
learning outcomes by educational units,
and assessment of learning outcomes by
the Government. The form of
assessment of learning outcomes by
educators is daily tests, midterm tests,
end-of-semester tests, and class
advancement tests. Other forms of
assessment are in the form of individual
assignments and group assignments.25
Assessment is carried out in various
techniques for all basic competencies
which are categorized into three aspects,
namely attitudes, knowledge and skills.
a) Attitude

24
Djemari Mardapi, Teknik Penyusunan Instrumen
Tes dan Non Tes, (Yogyakarta: Mitra Cendikia Press, 2008),
p. 88
25
Permendikbud Nomor 66 Tahun 2013 Tentang
Standar Penilaian
 The assessment techniques
used in the attitude assessment are
observation, self-assessment, peer-
to-peer assessment, journals. The
kinds of attitude techniques are as
follows:
(1) Observation
The application of the
observation technique can be
done using the observation
sheet. The observation sheet is
an instrument that can be used
by educators to make it easier to
report the results of
observations on students
behavior related to spiritual
attitudes and social attitudes.
(2) Self-Assessment
Self-assessment in attitude
assessment is a self-assessment
technique (students) by
identifying the strengths and
weaknesses of their attitudes in
behavior. The results of self-
assessment of student can be
used as data to confirm the
development can also be used to
foster honesty values and
improve reflection or
introspection skills.
(3) Assessment of Friendship
Peer-to-peer assessment is an
assessment technique carried
out by a student (assessor)
 towards other students related to
the attitudes / behavior of the
students being assessed. Like
self-assessments, the results of
peer-to-peer assessments can
also be used to foster several
values such as honesty,
consideration, and mutual
respect.
(4) Journal of Teacher Notes/
Journal od Educators
The educator’s journal is an
instrument, an assessment used
to collect educator notes inside
and outside the classroom
which contains information on
observations about the strengths
and weaknesses of students
related to attitudes and
behavior. A journal can be said
to be a continuous record of
observations.
b) Knowledge
Knowledge assessment is the
process of collecting and processing
information to measure the process
and results of the achievement of
student competencies in the form of
a combination of cognitive process
mastery (thinking skills) to
remember, understand, apply,
analyze, evaluate, and create with
factual, conceptual, procedural, and
metacognitive knowledge. The
assessment of knowledge is carried
 out by various techniques, the
techniques commonly used are
written tests, oral tests, and
assignments.
(a) Writing Test
The written test is a test in
which the questions and
answers are written in the form
of multiple choice, stuffing,
true-false, matchmaking, and
description.
(b) Oral Test
The oral test is in the form of
questions given by the teacher
verbally (orally) so that students
respond to these questions
verbally, thus giving rise to
courage. Answers can be in the
form of spoken words, phrases,
sentences or paragraphs.
(c) Assignment
Assignment is an assessment
carried out by educators which
can be in the form of homework
either individually or in groups
according to the characteristics
of the task.
c) Skills
Skills assessment is an
assessment carried out to measure
the ability of students to apply
knowledge in performing certain
tasks in various contexts according
to indicators of competency
achievement. Skills in the realm of
thinking include, among other
things, the skills to use unravel,
assemble, modify, and create.
Acting skills include reading,
writing, counting, drawing, and
writing, Skills assessments, product
assessments, project assessments,
portfolio assessments, and other
techniques such as written tests.
(a) Practical Assessment
Practical assessment is an
assessment that demands a
response in the form of skills
to carry out an activity in
accordance with demands of
competence.
(b) Product Assessment
Product assessment is an
assessment of the skills of
students in applying the
knowledge they have into a
product and within a certain
time according to
predetermined criteria in terms
of both the process and the
final result.
(c) Project Assessment
Project assessment is an
activity to determine the ability
of students to apply their
knowledge through the
completion of a project
 instrument within a certain
period / time.
(d) Portfolio Assessment
A portfolio is an ongoing
assessment based on a
collection of reflective-
integrative information that
shows the development of
students’ abilities in a certain
period. The main purpose of
carrying out a portfolio is to
determine the results of the
work and the process of how
the work is obtained as
evidence that can show student
learning achievement, namely
achieving basic competencies
and predetermined indicators.
6) Processing and Utilization Assessment
a) Assessment Processing
Scoring instructions in
processing the assessment are listed
in Permendikbud Number 81A of
2013 about curriculum
implementation. Assessment of each
subject includes competency
knowledge, skills, and attitudes.
Knowledge and skill competencies
use a scale of 1 to 4 (multiples of
0.33), which can be converted into
A to D while attitude competence
uses a scale of very good (SB), good
(B), sufficient (C), and less (K). 26
26
Peraturan Menteri dan Kebudayaan Nomor 81 A
 b) Remedial Pogram
Kunandar (2013: 325-326)
states that remedial is a learning
system that is carried out based on a
comprehensive diagnosis with the
intention of finding the difficulties
experienced by students in learning,
so that they can optimize learning
achievement. The implementation
of remedial learning can be carried
out in the learning process during
ordinary class hours / or outside
regular lesson hours. 27The form of
learning can be in the form of
learning can be in the form of tests,
giving additional assignments, re-
learning, independent study then
tests, group learning with teacher
guidance, group learning with
student guidance who has been
completed (Arnie Fajar, 2005:
237).28
c) Enrichment Program
Kunandar (2013: 332) states
that enrichment learning is
additional learning outside of class
with the aim of providing new
learning opportunities for students
who more easily and quickly reach

Tahun 2013 Tentang Implementasi Kurikulum

27
Kunandar, Penilaian Autentik (Penilaian Hasil
Belajar Peserta Didik Berdasarkan Kurikulum 2013),
(Jakarta: PT. Raja Grafindo Persada, 2013), p.325-326
28
Arnie Fajar, Portofolio Dalam Pembelajaran IPS,
(Bandung: PT. Remaja Rosdakarya, 2005), p.237
 the specified minimum competency
mastery. This is done so that they
can optimize the development of
their interests, talents, and skills.29
d) Learning Outcomes Assessment
Reporting
Data on the results of
assessments carried out by teachers,
both formative and summative
assessments, must be used by all
parties involved in the
implementation of education in
schools. For this reason, data on the
results of teacher assessments need
to be reported so that they can be
used for educational purposes.
Through the report on the results of
the assessment, all parties can find
out the abilities and development of
students, as well as be able to find
out the level of success of education
in their schools.
Kunandar (2013: 338) explains
that the recapitulation of grades is a
recap of the progress of students by
the teacher, which contains
information about the achievement
of student competencies for each
KD, within 1 semester. Value
recapitulation is needed as a tool to
determine the development of
student learning outcomes, so that
students know who need a remedial
program. The written score is the
29
Kunandar, Penilaian Autentik…,p. 332
 value of each KD from each aspect
of the assessment.30
3. Media
According to Arsyad and Azhar (as cited in
Teni) the word media comes from the Latin
medius which literally means “middle”,
“intermediary”, or “introduction”. In Arabic,
the media is an intermediary or messenger from
the sender to the recipient of the message. So,
the media is a tool that conveys or delivers
teaching messages31. The media applies to
various activities or businesses, such as media in
the delivery of messages, magnetic or hot media
in engineering, The media is used in education
so that the term becomes a medium of
education.32
Whereas according to Indriana (2011: 15)
the media are a tool that is very beneficial for
students and educators in the learning and
teaching process.33 Based on some of these
opinions, it can be conclude that the media is a
tool that is used to convey messages of
information from sending messages to the
recipient of the message so that it can stimulate
the mind, feeling, attention, and interest and
attention of students in such a way that the
30
Ibid., p.338
31
Teni Nurrita, “Pengembangan Media
Pembelajaran Untuk Meningkatkan Hasil Belajar Siswa”.
Misykat, (vol 03 No 01, Juni 2918), p.173
32
Sanjaya, and Wina, “Strategi Pembelajaran
Berorientasi Standar Proses Pendidikan”, (Jakarta:
Penada Media, 2011), p. 163
33
Indriana Dina, Ragam Alat Bantu Media
Pengajaran, (Jakarta: PT. Diva Press, 2011), p. 15
learning process occurs.
a. The Benefits of Media
Media a messaging tool used by
teachers to convey messages to students
through vision and hearing to avoid
verbalism which is still possible if only
visual aids are used. In general, education
media has the following benefits:
1) Media can clarify the presentation of
the message so that it is not too
verbalize
2) Media can overcome space limitations,
time, and sensory power.
3) By using educational media
appropriately and vary can be
overcome by the passive attitude of
students. Thus, the media is useful for
creating an excitement of learning,
allowing direct interactions between
students, the environment, and reality,
and allow students to learn themselves
according to their abilities and
interests.
4) With the element of uniqueness in
student, the teacher can use the media
to provide the same stimulant, equate
experience, and equalize perception.
b. Kinds of Online Learning Media
One of the impacts of the Cobid-19
pandemic is the transformation of learning
media that used to use more face-to-face
systems in the classroom. However,
because of the Covid-19 pandemic, which
 is transmitted rapidly through direct contact
with sufferers, holding associations is
prohibited. The world of education is also
affected, so learning is done online (Lalu
Gede, 2020: 86-87).34 In this regard, there
are several online learning media that can
be selected, including:
1) Google Classroom
Google Classroom is an application
that is used in the world of education
that is able to make learning easier,
especially during a pandemic like now
(Roida and Yuni, 2020: 33).35 Besides
being easy to use, Google Classroom is
also very efficient and not too
complicated when we will access and
use it to carry out learning provided by
teachers and lecturers who use this
platform in the distance learning
process during this pandemic.
Gmail, Youtube, Google Drive, Google
Maps, and Google Translate are all
supporting features available on the
Google classroom platform. Among
the features possessed by Google
classroom are assignments, grading
communication, time-cost, course,

34
Lalu Gede, “Transformasi Media Pembelajaran
Pada Masa Pandemi Covid-19”, (Al-Hikmah: Jurnal Studi
Islam, Vol.01, No.01, 2020), p. 86-87
35
Roida Pakpahan and Yuni Fitriani, “Analisa
Pemanfaatan Teknologi Informasi Dalam Pembelajaran Jarak
Jauh di Tengah Pandemi Virus Covid-19”. (Journal of
Information System, Applied, Management, Accounting and
Research Vol. 04 No. 02, May 2020), p.33
 archives, display class codes, mobile
applications, and privacy (Islami, 2020:
103).36
2) E-learning
E-learning is a form of media or learning
platform that is supported by the use of
information and communication
technology. It can be used to support
online learning as it is today (Hanum,
2013)37. However, we also need to know
that E-learning is still quite new, so the
development of the definition and
implementation of the E-learning system
is still diverse and still does not have a
basic standard. With E-learning, learning
becomes more effective and flexible, it
can be accessed anywhere and anytime
as long as there is an internet package
that can support it. E-learning is a
medium as a means to make it easier to
access learning, because indeed the
characteristic of learning using an e-
learning platform is the creation of a
flexible and distributed learning
environment (Suratama, 2014)38. It is
36
Wilan Nurul Islami, “Konsep Perkuliahan Daring
Google Classroom Dalam Meningkatkan Interaksi Akademik
Di Tengah Pandemi Korona”, (Jurnal Pemikiran dan
Pendidikan Islam, Vol. 13, No. 02, June 2020), p.103
37
Numiek Sulisto Hanum, “Keefektifan E-learning
sebagai Media Pembelajaran (Studi Evaluasi Model
Pembelajaran E-learning SMK Telkom Sandhy Putra
Purwokerto)”, (Jurnal Pendidikan Vokasi, Vol. 03 No. 01,
2013), p.92
38
Suratama, “E-learning Konsep dan Aplikasinya),
(Singaraja: Ganesha University of Education, 2014)
 said to be flexible because learning with
E-learning can be accessed wherever we
are and at any time, but we need to know
all that learning using E-learning
requires an internet signal or it can only
be done with an online system that is
capable of being a support.
3) WhatsApp
This application is owned by almost all
gadget users. Apart from being able to
be used to communicate remotely, this
platform can also be used as supporting
medium in the learning process such as
during a pandemic like today. This
platform is a tool used to communicate
remotely in the form of conversations
either using speech, pictures, sound or
video. WhatsApp is able to connect with
our friend and family wherever and
whenever we have a good network that
is able to be a support for us to access it
(Roida, 2020: 33).39
4) Zoom
Zoom is a meeting application with
videos and screen sharing with the
number of participants up to 100
members and even up to 1000 more who
can join in this application. This video
conferencing application has a duration
of time when we have meetings with
want to have direct other people. Even

39
Roida Pakpahan and Yuni Fitriani, “Analisa
Pemanfaatn Teknologi Informasi Dalam Pembelajaran Jarak
Jauh di Tengah Pandemi Virus Covid 19”, (Jurnal of
Information System, Applied, Management, Accounting, and
research Vol.04 No.02, 2020)p.33
 so, this application is very helpful for
those who want to have direct
discussions using a virtual room because
it has a large enough space capacity in
one meeting (Salsabila et al, 2020: 6).40
Zoom is a communication application
using video so that when it used for the
learning process, we will feel that we are
face-to-face because we are able to see
distant people by turning on the camera
we have in using this zoom platform
(Astini, 2020: 251).41

B. Previous Research
To develop the original analysis, the researcher
presents the previous study dealing with a similar
topic.
1. Research by Kuncahyaning Fitria Santoso
The title of the first research is “Analysis of the
Implementation of the Assessment of
Mathematics Teachers at Ma'Arif Surabaya
Shade School in the Context of the 2013
Curriculum”. This research discusses the
implementation of assessment in the
implementation of the 2013 curriculum in
accordance with the references in Permendikbud
Number 66 of 2013. What is explained in
Permendikbud Number 66 of 2013 are criteria
40
Unik Hanifah Salsabila, etc., “Pemanfaatan
Teknologi Media Pembelajaran di Masa Pnademi Covid-19”,
(Jurnal Pendidikan Dasar, Vol. 02 No. 02, December 2020),
p. 6
41
N. K. Suni Astini, “Tantangan dan Peluang
Pemanfaatan Teknologi Informasi dalam Pembelajaran
Online Masa Covid-19”, (Jurnal Ilmu Pendidikan, Vol. 01,
No. 03, 2020), p.251
 regarding the mechanisms, procedures, and
instruments for assessing student learning
outcomes. This study describes the requirements
for the implementation of the assessment, the
implementation of the assessment, and the
assessment techniques used.
2. Research by Suciningsih
The title of the second research is “Quizizz
Sebagai Alat Penilaian Hasil Belajar Dalam
Masa Covid-19 di MI Muhammadiyah
Tambakan Ajibarang Banyumas”. This research
discusses the planning and implementation of
learning outcomes assessment using quizizz, as
well as making learning outcomes decisions
using quizizz during a pandemic. The method
used in this research was qualitative approach
and type of case study research. The research
data were obtained through interviews,
observation, and documentation. Data analysis
was obtained through data reduction, data
presentation, and drawing conclusions. This
research was conducted at MI Muhammadiyag
Tambakan Ajibarang Banyumas. The results of
this study indicate that the implementation of
quizizz as a tool for assessing learning outcomes
during the Covid-19 period includes three stages,
the first was the planning stage, in this stage
includes quizizz implementation policy, human
resource preparation, facility preparation,
socialization, and quizizz implementation design.
The second stage was the implementation stage,
which includes the implementation of daily
assessments and mid-semester assessments. The
third stage was about making learning outcomes
decisions with quizizz. Based on these results it
can be conclude that the implementation of
 quizizz as a tool for assessing results during the
Covid-19 period at MI Muhammadiyah
Tambakan Ajibarang Banyumas was very
effective because during the Covid-19 pandemic,
learning as a whole was carried out online,
quizizz as an online learning medium can be
accessed anywhere, anytime, and by anyone
students and educators as admins can
immediately see the score of learning outcomes.
In addition, learning outcomes can be directly
downloaded in the form of an excel file with the
results of the analysis devided into two sheets,
namely the class level and the player level,
making it easier and faster for teachers to make
decisions about learning outcomes for students.
3. Research by Kisno, Turmudi, Nia Fatmawati
The tittle of the third research is “Penilaian
Pembelajaran Matematika Di Sekolah Dasar
Selama Masa Pandemi Covid-19”. The research
method used descriptive analysis with
quantitative and qualitative approaches. The
quantitative approach was used to show the
percentage of the implementation of assessments
in mathematics learning conducted by
elementary school teachers online during the
Covid-19 pandemic.
 CHAPTER III
RESEARCH METHOD

This chapter addresses the methodologies

that had to conduct research. This chapter consists of
research design, research setting, population and
sample, source of data, research focus, the data
collection techniques and the instruments, data
analysis techniques and data validity test. Each of
them is presented in the following discussion.
A. Research design
The method used in this study is research method
qualitative based on descriptive research. This
method is used for describe phenomena or facts in
the field. Analytical descriptive method is an attempt
to describe, analyze and clarify the conditions that
exist in the object under research.42In line with this,
Sudrajat revealed that descriptive research described
and interpreted the data that occurred at the time of
this research and presented it as it is (Sudrajat, 2020:
100-101)43.
Qualitative research methods are methods used
to explain the state of natural objects, where the key
of the instrument is the researcher itself, data
collection techniques are combined, the data
analysis is inductive qualitative research results, and

42
Syahruddin Damanik, etc, “Model Evaluasi
Pembelajaran AUD berbasis Daring di Ra Nurun Namirah
Medan Marelan (Studi Kasus Selama Pandemi Covid-19)”.
Al-Fatih: Jurnal Pendidikan dan Keislaman, (Vol. 3 No. 1,
2020),
43
Jajat Sudrajat, “Kompetensi Guru di Mas
Pandemi Covid-19”, Jurnal Riser Ekonomi dan Bisnis, (Vol.
13 No. 01, 2020), p. 100-101
 more emphasis on generalization of meaning.
Descriptive research is a form of research that
studies problems in society, including describing
relationships, activities, attitudes, views, and
processes that are being carried out and the influence
of phenomena, both natural phenomena and man-
made phenomena (Annury: 2015: 93).44
The reason researcher use this approach is
because the naturalistic approach examines the
understanding of phenomena in a specific setting.
Where in this research will provide an overview of
the assessment process for English teachers at 3
Senior High School Semarang during the pandemic.

B. Research Setting
This research will be conducted at 3 Senior High
School Semarang which is located at 149 Pemuda
Road, Semarang, Central Java. Where this school is
one of the favorite schools in Central Java, and has
ever held the status of the SBI (International Standard
School) in teaching and learning, which must carry
out a moving class system. The research will be
carried out face-tp-face at school because participants
are willing to be researched and are allowed to carry
out research at school.

C. Population and Sample

1. Population
Sugiyono (2018: 130) defines population as a
generalization area consisting of objects / subjects
44
Muhammad Nafi Annury, “Childhood an
Literacy (A Critical Study of Media Education As
Contemporary Culture)”, Jurnal Vision. (Vol. 04, No. 01,
2015), p. 93
 that have certain qualities and characteristics
determined by researchers to be studied and then
conclusions drawn45. The population in this study
is the staff of 3 Senior High School Semarang.
2. Sample
Sugiyono (2018: 131) states that sample is
part of the number and characteristics of the
population. Sample in qualitative research is not
respondents, but as sources, or participants,
informants, friends and teachers in the
research.46Researchers used a purposive sampling
technique where the definition of purposive
according to Sugiyono (2018: 138) is a sampling
technique with certain consideration. This
particular consideration is a person who is
considered to know what we expect or he is a
ruler o that it will make it easier for researchers to
explore the object or the situation under
research.47 The sample in this research are all
English teachers of 3 Senior High School
Semarang and Vice Principle of the Curriculum
of 3 Senior High School Semarang.
The consideration of the researchers in
choosing all English teachers of 3 Senior High
School Semarang and Vice Principle of the
Curriculum of 3 Senior High School Semaramg is
because the teacher has a role in providing
learning values to students, so that there is teacher
competence in assessment, namely being able to
develop an integrated assessment design learning,
being able to carry out class assessments and take

45
Sugiyono, “Metode Penelitian Kuantitatif”,
(Bandung: Alfabeta, 2018), p. 130
46
Ibid, p. 131
47
Ibid, p. 138
 advantage of the results. Then the researcher
chose Vice Principle of the Curriculum of 3
Senior High School Semarang which determine
the quality policy in the standard SKL content;
process; and assessment, arrange teacher
assignments, and determine test schedules

D. Source of Data
The data source referred to in this study is the
subject from which the data can be obtained and has
clear information about how to retrieve the data and
how the data is processed. The definition of data
source according to Arikunto (2013: 172) is the
subject from which the data can be
48
obtained. Meanwhile, according to Nur Indrianto and
Bambang Supomo (2013: 142) the data sources is an
important factor that is considered in determining the
data collection method in addition to the type of data
that has been made in advance49. So it can be
concluded that the data source is the most important
factor in determining the data collection method to
find out where the data subject is obtained. In this
research the researchers used primary data and
secondary data sources.
1. Primary Data
According to Sugiyono (2018: 213) primary
data is a data source that directly provide data to
data collectors.50 The data obtained by the author
is primary data in the form of the results of
48
Suharsimin Arikunto, Prosedur Penelitian Suatu Pendekatan
Praktik, (Jakarta: Rineka Cipta, 2013), p.172
49
Nur Indrianto and Bambang Supomo, Metodologi Penelitian
Bisnis Untuk Akuntansi dan Manajemen, (Yogyakarta: BPFE,
2013), p.142
50
Ibid, p. 213
 interviews with teachers and Vice Principle of
The Curriculum related to problems that will be
carried out and discussed by researchers, namely
regarding learning assessment methods during
pandemic, the media used to convey the results of
learning assessments, and obstacles in carrying
out learning assessments during pandemic which
will be conducted in 3 Senior High School
Semarang.
2. Secondary Data
According to Sugiyono (2018: 213)
secondary data is a data source that does not
directly provide data to data collectors, for
example through other people or through
documents51. The Secondary data in this research
are data regarding the assessment created by the
English teachers of 3 Senior High School
Semarang that obtained through observation.
Those data are lesson plans, syllabus, test grids,
test questions, student scores.

E. Research Focus
In qualitative research, the research focus is useful
for limiting the field of inquiry. According to
Sugiyono (2012: 32) reveals that the focus of
qualitative research is holistic (comprehensive, cannot
be separated) so that qualitative research determines
its research based on the overall social situation under
study which includes several aspects, namely places,
actors, and activities that interact synergistically 52.
Meanwhile, according to Moleong (2014: 97) that
the focus of research is the core obtained from the
51
Ibid, p. 213
52
Sugiyono, “Memahami Penelitian Kualitatif”, (Bandung:
Alfabeta, 2012), p.32
 experience of researchers or through knowledge
obtained from scientific literature studies53. Research
focus in this research is the assessment method used
by English teachers in 3 Senior High School
Semaramg during the pandemic, the assessment
methods include: (1) Assessment planning, (2)
Development of Assessment, (3) Implementation of
Assessment Instrument, (4) Processing and utilization
of assessment results. Where from these 4 aspects,
researcher will get information about the media used
by teachers in conveying the results of student scores
during the pandemic and the obstacles faced by
teachers when carrying out assessment during the
pandemic.

F. The Technique of Data Collection

Data collection techniques are steps taken by
researchers to obtain data in an effort to solve
research problems. As stated by Hermawan Wasito
(Sofyan, 2010: 60) that: Data collection is a very
important step in research. The data collected will be
used as the language of analysis and testing of
hypotheses that have been formulated. Therefore,
data collection must be done systematically,
directed, and in accordance with the research
problem. It has been explained that the data
collection techniques are closely related to the
research problem to be solved. In research, the use of
appropriate data collection techniques and tools can
help achieve results (problem solving). Data
collection techniques used by the author are:
1. Interview

53
Lexy. J. Moelong, Metodologi Penelitian Kualitatif
(Bandung: PT. Rosdakarya, 2014), p. 97
 Interview in this research is in-depth
interview, in-depth interview is a data collection
method that is often used in qualitative research.
According to Bungin, in-depth interview in
general is the process of obtaining information
for research purpose by means of face-to-face
question and answer between the interviewer and
the informant or the person being interviewed,
with or without using interview guidelines,
where the interviewer with the informant is
involved in a relatively social life.54
Interview data are often used to generate
themes, theories, and models. Many research
questions that can be answered with surveys can
also be answered through interviews.
Importantly, because the interviewer is an
instrument of data collection, interviewer should
be trained to collect comparable data. The
number of interviews required depends on the
research question and the overarching
methodology used. Interview will be conducted
directly with respondents to obtain information
about the learning assessment process by English
teachers at 3 Senior High School Semarang
during the pandemic, the media used to deliver
the results of the assessment by English teachers
at 3 Senior High School Semarang during the
pandemic, and also the obstacles faced by
English teachers at 3 Senior High School
Semarang in carrying out learning assessment
during the pandemic.
The procedures of Interview:
a. The researcher prepare interview sheets.

54
Bungin Burhan, Penelitian Kualitatif, Komunikasi, Ekonomi,
Kebijakan Publik, dan Ilmu Sosial Lainnya. (Jakarta: Kencana,
2011), p. 111
 b. The researcher made an appointment to the
English teachers / Vice Principal of the
Curriculum section to conduct an interview.
c. Interview will be conducted face-to-face and
individually.
d. After receiving a schedule for interviews,
researchers came to school to meet the
teacher / Vice Principal of The Curriculum.
e. The researcher prepare tools to record and
write interview results on the interview
guide sheets that have been prepared.
f. Interview is carried out using Indonesian,
which begins with a first approach by self-
introduction then followed by the question
according to the list of question that have
been designed.
g. After the interview is complete, researcher
conducted data transcripts and raw
transcription results are sent back to the
resource person as a form of data
transparency
h. After the transcript process, researcher
translate it into English. After that the data is
ready to be analyzed.
2. Observation
Observation is a systematic observation and
recording of the phenomenon of events (Hadi,
2002: 136). 55Observations that the researcher
will use are a type of non-participant observation
in which the researcher is not directly involved
in the phenomenon being studied but is only an
observer and does not take a role in it.
Observation according to Guba and Lincoln
55
Sutrisno Hadi., Metodologi Research. (Yogyajarta : Andi
Offset, 2010), p. 136
states that in qualitative research, observations
should be made maximum use because they are
based on direct experience, can record behavior /
events that actually occur, allow researchers to
record situations and knowledge that are directly
obtained by data, and enable researchers to be
able to understand complicated situation.
With unfavorable conditions and time as it is
today, researchers cannot make direct
observations. Under these conditions, everything
about education is done online, including the
learning assessment process. With these
problems, researchers will observe the learning
assessment process at 3 Senior High School
Semarang online. The researcher will observe
the learning assessment process through the link
provided by the school where the link contains
the data needed in the learning assessment
(syllabus, lesson plans, test grids, test questions,
and student scores) where the researcher will
find out whether the teacher really made lesson
plans and syllabus before conducting the
assessment, whether the teacher really made the
test grids and test questions before conducting
the assessment, and whether the teacher really
processed the students' scores well. In addition,
researchers can also find out the completeness of
the data in making the syllabus, lesson plans and
student grades. So the observation in this study
was to determine the suitability of the results of
interviews and observations with 5 English
teachers at SMAN 3 Semarang and the Deputy
Principal for Curriculum at SMAN 3 Semarang.
The Procedures of Observation
a. The researcher asked permission to see the
 teacher data that is linked to the English
teachers and Vice Principal of The
Curriculum after conducting interviews.
Because the data provided is recapitulated in
the link, the researcher conducted research
online.
b. The researcher conducted observations
online.
c. The researcher prepare observation sheets.
d. The researcher observed the data obtained in
the link.
e. The researcher gave a checkmark on the
observation sheet while observing.
f. After the observation process is complete,
the researcher analyzes the results of the
observation data.

G. Instrument
One of the most important parts of research is
collecting and obtaining information or data from
informants by making measuring instruments in the
form of instruments. According to Arikunto (2019:
203) research instruments are tools or facilities used
by researchers in collecting data so that their work is
easier and the results are better, in the sense that they
are more accurate, complete, and systematic so that
they are easier to process. 56
In this research, the researcher gathered the data
by using two instruments. Those are interview and
observation. The researcher used interview guidelines
to find out in-depth information about the learning
assessment process by English teachers at 3 Senior
High School Semarang and also the researcher will
56
Suharsimi Arikunto, Prosedur Peneltian Suatu
Pendekatan Praktik, (Jakarta: Rineka Cipta, 2019), p. 203
 get information about the obstacles faced by English
teachers at 3 Senior High School Semarang when
carrying out learning assessments during the
pandemic. While observation is used to adjust the
results of interviews regarding the learning
assessment process.
1. Interview
The interview aims to determine the learning
assessment method during a pandemic which
contains 4 aspects, those are assessment planning,
development of assessment instruments,
implementation of assessment instrument,
processing and utilization of assessment results.
The researcher will give 13 questions to 5
teachers and 13 question to Vice Principle of the
Curriculum of 3 Senior High School Semarang.
Interview will be conducted face-to-face with the
teachers one by one. The results of the interviews
are used by researchers to analyze learning
assessment process during the pandemic. Because
this study focuses on learning assessment, the
researcher focuses on 4 aspects of the assessment
method which can be seen in the following levels.

Aspects Indicators Instrument Number

Teacher Vice
Principle
Assessment a. Describe the 1,2,3,4,5 1,2,3,4
Planning implementation
of the 2013
curriculum
b. Describe the
development of
 indicators and
grids
c. Describes the
process of
creating the
Minimum
Completeness
Criteria
d. Describes the
type of
assessment used
Development a. Analyze the 6,7 5
of Assessment development of
the instrument
b. Describe the
steps for
arranging test
grids and test
questions
Implementatio a. Describe the 8,9,10,1 6,7,8,9
n of constraints and 1
Assessment obstacles during
Instrument the
implementation
of the
assessment
b. Describe the
techniques of
teachers in
assessing
learning
outcomes
 c. Describe the
assessment
instruments of
teachers in
assessing
learning
outcomes
Processing a. Describe the 12,13,14 10,11
and Utilization processing of
of The Results grades according
of Assessment to the 2013
curriculum
b. Describe the
process for
reporting the
results of the
assessment
c. Describe the
media used in
reporting the
results of the
assessment
Source: Permendikbud No,66 Tahun 2013
2. Observation
Observations are carried out using a
check list sheet filled with a check list (√) in the
column according to the observation result. There
are 8 lists of statements created by the researcher.
This checklist sheet is used to determine the
completeness of teachers in carrying out the
learning assessment process, namely whether all
teachers make good assessment plans by making
lesson plans, and syllabus, whether all teachers
 develop assessment instruments by making test
grids and test questions, whether all teachers
carry out assessing well by making assessment
techniques and assessment instruments, and
whether all teachers process the assessment
results well by making a list of student test scores.

Aspects Indicators Instruments

Number

Assessment 1) Explain about the 1

Planning making of
syllabus
2) Explain about
making lesson
plans
Development of 1) Explain about
Assessment making quiz
questions and
making test
questions
Implementation of 1) Explain about 2,3,4,5,6
Assessment making
Instrument assessment
instruments and
assessment
techniques
contained in the
lesson plans.
Processing and 1) Explaining about 7
Utilization of The processing os
Results of student scores
Assessment
 Source: Permendikbud No.66 Tahun 2013

H. Technique of Data Analysis

According to (Moelong, 2006: 280-281) data
analysis is the process of organizing and sorting data
into patterns, categories, and basic description units so
that themes can be found and work hypotheses can be
formulated as suggested by the data. Data analysis
intends to organize data. Data collected from field
notes and researchers’ responses, pictures, photos,
documents in the form of reports, biographies, articles,
and so on. The job of data analysis in this case is to
organize, sort, classify, code, and categorize.
Organizing and managing these data aims to find
themes and working hypotheses which are eventually
raised to become substantive theories.57
All data collected will then be processed by
researchers. The data were then analyzed using
qualitative description method, describing the overall
data obtained during the research process. According
to Bodgan (as cited in Sugiyono) said that “data
analysis is the process of systematically searching and
arranging the interview transcripts, and other materials
that you accumulate to increase your own
understanding of them and to enable you to present
what you have discovered to other.58
As stated by Miles and Huberman that activities in
qualitative data analysis are carried out interactively
and continue to be completed, so that the data is
saturated. The data analysis process can use three

57
Lexy J. Moleong, Metode Penelitian Kualitatif,
(Bandung: PT Remaja Rosdakarya, 2006)
58
Sugiono, Metode Penelitian Pendidikan:
Pendekatan Kuantitatif, Kualitatif, dan R & D. (Bandung:
Alfabeta, 2010), p. 244
 steps, including:

1. Data Reduction
According to Sugiyono (2016: 338) the data
obtained from field is quite a lot, for that I needs to
be recorded carefully and in detail. Reducing data
means summarizing, choosing the main things,
focusing on the important things, and looking for
themes and patterns. Reduced data will provide a
clearer picture and make it easier for researchers to
carry out further data collection.59
Analysis of this research data through
interviews with informants, after conducting
interviews and then analyzing by making
transcripts or the results of interviews by rewriting
the results of the interviews, then used as data
reduction, namely recording and taking the essence
of information that is in accordance with the
research context. So in qualitative research it can
be simplified research it can be simplified in
various ways including: summary description,
classifying, and selecting.
2. Data Display
After the data has been successfully reduced,
the next step is to display the data. In qualitative
research, the process of presenting data can be
done in the form of short descriptions, charts,
relationships between categories, flowcharts, and
so on. But what is most often used in qualitative

59
Eko Murdiyanto, Penelitian Kualitatif (Teori dan
Aplikasi disertai contoh proposal), (Yogyakarta: Lembaga
Penelitian dan Pengabdian Pada Masyarakat Universitast
Pembangunan Nasional “Veteran” Yogyakarta Press, 2020),
p. 48-49
 research is narrative text.60
By displaying data, it will be easier to
understand what happened. The data presentation
stage is by compiling relevant data and describing
the information obtained from various sources and
has been arranged systematically, so that it can be
conducted or the meaning of research that can be
done by connecting the phenomena that occur, and
further planning, the goal is to find out the
problems that need to be followed up or not and
analyze the validity based on the data obtained
3. Verification
The third step in qualitative data analysis
according to Miles and Huberman is drawing
conclusions and verification. The initial
conclusions put forward are still provisional, and
will change if no strong evidence is found to
support them at the next data collection stage. But
if the conclusions put forward at an early stage are
supported by valid and consistent put forward are
credible conclusions. Conclusions can be in the
form of a description theory or the object of an
unclear picture that becomes clear after being
researched.61

I. Data Validity Test

The validity of the data is carried out to ensure the
accuracy of the data. Wrong data will result in drawing
wrong conclusions, and vice data will result in correct
research conclusions. Data validity is a very important
concept that is renewed from the concept of validity
and reliability according to the positivism version and
adapted to the demands of knowledge, criteria, and
60
Ibid, p. 49
61
Ibid, p. 5
 paradigm itself.
The validity of the data is carried out to ensure the
accuracy of the data. Wrong data will result in drawing
wrong conclusions; and vice versa, valid data will
result in correct research conclusions. There are four
main issues that researchers should pay attention to in
conduction qualitative research to test and
simultaneously serve as criteria for the validity of
research findings, namely checking the validity of the
data through a credibility test. To determine that the
research results can be transferred to other areas, it is
necessary to conduct a transferability test. As for
knowing the reliability, it can be done through a
dependability test and to find out the correct research
results can also be reviewed the suitability between the
process and the product through confirmability test. 62
1. Credibility Test
Credibility checking of research findings
means questioning the extent to which a finding
has credible truth and the research meet the criteria
of credibility if they are able to accurately describe
the multi-plate construction of reality, namely a
constructor (according to with the reality in the
field or in accordance with what was said done and
felt by the respondent).
In order for research findings to meet the
criteria for credibility, there are several ways that
researchers can take. With regard to research
regarding the learning Assessment Process by
English Teachers during the Pandemic in 3 Senior
High School Semarang, the method chosen is: (a)
triangulation, which is checking data from various

62
A Muri Yusuf, Metode Penelitian Kuantitatif,
Kualitatif, dan Penelitian Gabungan. (Jakarta: Prenada Media
Group, 2015), p.393-394
 sources in various ways, and at various times
(Sugiyono, 2017: 273), 63(b) discussing with peers,
is done by exposing temporary findings or the final
results obtained, analytically with collegues
(Harsono, 2008: 174), 64(c) analyzing negative
cases, researchers looking for different data or
even data that has been found (Sugiyono, 2017:
275), (d) using reference materials, there are
supporters to prove the data that the researcher has
found, for example, interview data needs to be
supported by recording interviews, data about
human interactions or a description of a situation
that is necessary supported by photographs
(Sugiyono, 2017: 275).65
2. Transferability Test
Sugiyono (2017) explains that transferability is
intended to test the degree of accuracy or the
applicability of research results to the population
where the sample is taken. So that other people can
understand the results of qualitative research so
that it is possible to apply the results of the
research, the researcher in making the report must
provide a detailed, systematic, and reliable
description. Thus, the reader becomes clear on the
results of the study, so that they can decide
whether or not the will be applied to research
results elsewhere.
In this study, the researcher will provide a

63
Sugiyono, Memahami Penelitian Kualitatif,
(Bandung: Alfabeta, 2017), p. 273
64
Harsono, Model-Model Pengelolaan Perguruan
Tinggi Perspektif Sosio Politik, (Yogyakarta: Penerbit
Pustaka Pelajat, 2008), p.174
65
Sugiyono, Memahami Penelitian Kualitatif,…
p.275
 detailed and systematic description and analysis so
that the research report can be clearly understood
and implemented. Consultation with and reviewing
thesis drafts by supervisors is one way to archive
this goal. With regard to the foregoing in order to
meet the transferability criteria, this research is
conducted by describing the data in detail and in
full regarding learning assessment process by
English teachers at 3 Senior High School
Semarang.
3. Dependability Test
In qualitative research, the dependability test is
carried out through an audit of the entire research
process. For this reason, dependability testing is
carried out by conducting an audit of the entire
research process. This is done by an independent
auditor, or supervisor, to audit the overall activities
of the researcher in conducting research. How the
researcher starts to determine the problem / focus,
enters the field, determines the source of the data,
performs data analysis, tests the validity of the
data, and makes conclusions. If the researcher does
not have and cannot show “traces of his field
activities”, the the dependability of this research
should be doubted (Sanafiah Faisal, 1990) in
Sugiyono (2014: 98).66
In this study, in order to fulfill the
dependability test, the researcher will show traces
of his field activities to supervisors in the form of
interview in the form of recordings and field notes
on data sources and various documents related to
the analysis of learning assessment process by

66
Sugiyono, Metode Penelitian Pendidikan
Pendekatan Kuantitatif, Kualitatif, dan R & D. (Bandung:
Alfabeta, 2014), p.98
 English teachers at 3 Senior High School
Semarang.
4. Confirmability Test
Confirmability testing in quantitative research
is called the objectivity test of research. Research
is said to be objective if the results of the research
have been agreed upon by many people. In
qualitative research, the confirmability test is
similar to the dependability test, so the test can be
carried out simultaneously. Testing confirmability
means testing the results of research, related to the
process carried out, then the research has met the
confirmability standard according to
67
(Sugiyono,2016).

J. Procedure and Timeline

According to Moloeng (2007:6) the stages of the
research include the pre-field stage, the field work
stage, the data analysis stage, and the research report
stage. Likewise, this research is carried out through
several stages in which the steps are structured and
systematic.68
1. Pre Field Stage
At this stage, the researcher compiles a
research design, selects a research field, takes care
of permits, and makes several question according
to the theme taken.
2. Field Work Stage
At this stage, the researcher is serious in
understanding the research background and self-
67
Sugiyono, Metode Penelitian Kuantitatif,
Kualitatif, dan R&D. (Bandung: Alfabeta, 2016)
68
Lexy J. Moloeong, Metodologi Penelitian
Kualitatif, (Bandung: Remaja Rosdakarya, 2007), p.6
 preparation, entering the field then participating
while collecting data. At this stage the researchers
conducted interviews with English teachers in 3
Senior High School Semarang related to the
research theme, namely regarding the
implementation of learning assessments during the
pandemic.
3. Data Analysis Phase
This section will discuss the main principles,
and will be analyzed using the concept of data
analysis in order to find data and draw
conclusions. At this stage the writer summarizes
the results of several interview questions then
notes and draws conclusions according to the
material that has been obtained in the form of
interview results.
4. Reporting Stage
This stage is the final stage of the research
stage. At this stage the researcher describes the
research results systematically and is reported as a
research report.

CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
This chapter presents the research findings
and discusses the assessment learning process by
English teacher learning during the pandemic at 3
Senior High School Semarang. The purpose of this
chapter is to answer the research questions discussed
in chapter 1.
A. Research Fi
This research was conducted at 3 Senior High
School Semarang. The subjects in this study were 5
English teachers of 3 Senior High School Semarang
and Vice Principal of The Curriculum for 3 Senior
High School Semarang. This research data was
obtained from interviews and observations regarding
the learning assessment process during the pandemic,
the media used to report the assessment results during
the pandemic, and also the obstacles in assessing the
pandemic. In interviews and observations, there are 4
aspects, namely planning assessment, developing
assessment instruments, implementing assessments,
and processing and utilizing assessments. The
researcher conducted in-depth interviews with 5
English teachers and the deputy head of the
curriculum which were carried out directly and face to
face. The interview guide consists of an outline of the
questions that will be asked of the respondent. Then
for observation, the researcher observes the
mechanism that occurs in the site provided by the
school where the site contains learning assessment
data. The researcher asked the researchers directly to
the 5 English teachers and Vice Principal of The
Curriculum. Due to the truth of the teacher in
conducting the assessment process seen from the link,
so the researchers observed the data online. To find
out the complete research results, the following data
analysis will be presented:
1. The learning assessment process by English
teachers at Senior High School 3 Semarang
during the pandemic
a. Aspects of Assessment Planning
Based on the results of interviews with 5
English teachers at 3 Senior High School and
Vice Principal of The Curriculum at 3 Senior
High School Semarang, they stated that the
assessment planning during the pandemic in
making syllabus and lesson plans has been
carried out well. The syllabus is guide line
that must be achieved by the teacher in order
to achieve learning objectives and the lesson
plan is a planning instrument that is more
specific than the syllabus. It was explained by
Vice Principal of The Curriculum of 3 Senior
High School Semarang and Mrs. Tika as the
English teacher of 3 Senior High School
Semarang that all English teachers always
make Syllabus and lesson plans which were
uploaded on the link owned by Vice Principal
of The Curriculum, then the data was sent to
the provincial e-KTSP . Syllabus and lesson
plans have been prepared since the beginning
of the school year. Initially the school
received a syllabus from the government with
3 basic competencies which was later
developed by the school-level MGMP team
where not all English teachers participated in
making the syllabus, only a few English
teachers were assigned to make the syllabus.
After the syllabus has been completed by
the MGMP team at the school level, it has
been followed up with the making of RPP
which refers to the syllabus. The syllabus
only consists of one per grade level for all
teachers at that grade level. For example,
there are 3 English teachers in grade 10, then
the 3 teachers use the same syllabus, and then
each teacher has to make lesson plans
according to what they need. The lesson plans
have been made reference to the components
in the syllabus, namely core competencies,
basic competencies, basic materials, learning
activities, indicators, assessments, time
allocation, and learning resources. The lesson
plans have been used for guidance in
assignments and daily tests. This is an
explanation from Mr. Saroji as Vice Principal
of The Curriculum for 3 Senior High School
Semarang regarding assessment planning:
“Of course, teachers make instruments
first, schools have prepared assessment
instruments through lesson plans since
the beginning of the learning year, so in
the lesson plans various forms of
assessment have been prepared,
assessment techniques, then assessment
instruments. Maybe the lesson plans can
change or be further developed over
time, but at the beginning of each school
year, namely June, teachers have to
collect the lesson plans and syllabus
which are collected on the link provided
by the school which is then sent to the
provincial e-KTSP. Meanwhile, the
syllabus has been prepared by the
school-level MGMP team”
Mrs. Tika as an English teacher at Senior
High School 3 Semarang explain the same
thing about assessment planning during the
pandemic:
"Yes always. If the RPP is made, it refers
to the temporary syllabus if the syllabus
 has been obtained from the government.
Because the syllabus made by the
government only has 3 indicators, the
teachers develop it according to the
needs of each teacher. Now, from the
syllabus, it was finally developed into a
lesson plan, making the lesson plan seen
from the basic competencies in the
syllabus. The contents of the lesson plan
contain basic competencies, the material
to be taught”
The next assessment plan is regarding the
Minimum Completeness Criteria (KKM).
Based on interviews with all English teachers
and Vice Principal of The Curriculum, it turns
out that there has been no change in the
Minimum Completeness Criteria for English
subjects, which is 75 in a pandemic condition
like this. According to Mrs. Komariah and
Mrs. Pril, the achievement of students'
minimum criteria of completeness has been
helped by reducing the number of Basic
Competencies in making syllabus and lesson
plans, which means that 3 Senior High School
Semarang has used an emergent curriculum
where the emergency curriculum is a
simplification of the national curriculum by
reducing the number of basic competencies
required The aim is for teachers to focus on
essential material. This is the explanation
from Mrs. Komariah as an English teacher at
3 Senior High School Semarang:
"The KKM has been agreed upon from
the beginning, namely 75, but the
syllabus has been slightly adjusted,
namely to become an emergency
 syllabus. During normal circumstances,
for example, there are usually 5 basic
competencies per semester, but during a
pandemic it is reduced to 3 basic
competencies. What is considered in
making KKM is the complexity of the
material and basic competencies,
carrying capacity, student input, and
facilities and infrastructure.
Mrs. Pril as an English teacher at 3 Senior
High School Semarang also explained the
same thing, as follows:
"Incidentally for English there is no
change in the KKM, which is still 75. The
criteria for making the KKM are intake
(student characteristics / competencies)
can be seen from the average value
obtained by students at the previous
level, the complexity of the material /
competencies that must be achieved, the
carrying capacity, namely facilities
possessed and competence of teachers”
From the explanations of the 2
respondents, the researcher knew that there
were 3 aspects in determining the Minimum
Completeness Criteria, namely the
characteristics of the students (intake), the
characteristics of the subjects (complexity of
materials/competencies), and the condition of
the education unit (supporting capacity) in the
process of achieving competence.
Characteristics of students can be seen from
the average value of report cards and school
exam scores. For the characteristics of the
subjects, it can be seen from the level of
difficulty of the subjects determined by the
school-level MGMP team by taking into
account the results of the analysis of the
number of Basic Competencies, Depth of
Basic Competencies, Breadth of Basic
Competencies, and the need for prerequisite
knowledge. Then the last aspect, namely the
condition of the education unit (supporting
capacity) can be seen from the teacher
competency test scores, the number of
students in one class, the predicate of school
accreditation, and the feasibility of school
infrastructure.
Observations regarding assessment
planning were carried out by observing the
syllabus and lesson plans obtained from the
link provided by 5 English teachers at Senior
High School 3 Semarang and Vice Principal
of The Curriculum of Senior High School 3
Semarang. Syllabus and lesson plans have
been sent at the beginning of each learning
year. The first data, namely the syllabus, in
making the syllabus at Senior High School 3
Semarang has been completely arranged. All
teachers at 3 Senior High School Semarang
have collected the syllabus which is
recapitulated in the link which is then
submitted to Vice Principal of The
Curriculum. The syllabus can be said to be
complete because all the components needed
in making the syllabus are clearly stated,
namely the existence of core competencies,
basic competencies, subject matter,
indicators, learning activities, assessments,
time allocation, and learning resources. The
making of the syllabus is complemented by
reviewing the assessment of the attitude
 aspects contained in KI 1 (spiritual attitude)
and KI 2 (social attitude), the assessment of
knowledge contained in KI 3, and the
assessment of skills contained in KI 4.
Furthermore, the teacher examines the basic
competencies and indicators that must be
achieved by students. Then, the syllabus has
been developed into lesson plans.
In making the lesson plans, all English
teachers of 3 Senior High School Semarang
have made lesson plans before carrying out
the assessment process which is recapitulated
in the link that has been prepared by the
deputy head of the curriculum.
The RPP made by 5 English teachers of 3
Senior High School Semarang was
emergency RPP where there was a
simplification of basic competencies. Where
the components of the emergency RPP have
been simplified into 3, namely objectives,
activities, and assessments. Learning
objectives were derived from basic
competencies which are then described in
indicators of competency achievement.
Learning activities were filled with the steps
of the learning model which include the
introduction, core activities, and closing.
Assessment consists of three aspects, namely
knowledge, skills, and attitudes. In the RPP,
assessment techniques and assessment
instruments have also been presented which
were presented in the form of links. Then the
media and teaching materials in the form of
links.
b. Aspects of developing assessment
instruments
 Based on the results of interviews with 5
English teachers of 3 Senior High School
Semarang and Vice Principal of The
Curriculum of 3 Senior High School
Semarang, the instrument development
carried out by the teacher was by compiling
test grids and test questions. Of course, all
English teachers have a test grid distributed
by students before the test. The grids and test
questions that are made are for mid-semester
assessments, end-of-semester assessments,
and year-end assessments. Not all English
teachers take part in making test grids and test
questions, only the school-level MGMP team
makes test grids and test questions with the
aim that the weight of the questions given to
students is equal. Of the 5 English teachers,
only 3 teachers were selected to make test
grids and test questions to be divided per
class. Although not all English teachers take
part in making test grids and test questions,
all teachers must have test grids and test
questions to distribute to students. The
components that need to be considered in
making the grid are basic competencies,
material, question indicators, types of
questions, number of questions, and also
score questions.
Mr. Saroji as Vice Principal of The
Curriculum stated that the development of the
instrument must be carried out by all English
teachers in tandem with the making of lesson
plans. However, from the explanation of the
English teacher, there was one stage of
instrument development that has never been
carried out, namely test questions. This is the
explanation from Mrs. Pril as an English
teacher of Senior High School 3 Semarang:
“In developing the instrument for
compiling, writing, reviewing, it has been
done before giving the test. However,
there has never been a trial, and for the
part to fix the questions it is usually done
after the test is finished which is used to
provide remedial tests.
Mrs. Komariah as an English teacher of 3
Senior High School Semarang explain the
same thing:
"There is never a test question because
the teacher already knows the child's
ability."
So, from the two explanations above, it
can be concluded that the teacher did not
carry out the test questions. That is, the
teacher never intentionally gives practice
questions to students with the aim of testing
the questions. However, it was simplified by
the English teacher by analyzing the level of
difficulty of the questions after the test was
completed. From there the teacher will know
some questions with a high level of difficulty,
then the questions will be corrected.
Through observations regarding the
development of assessment instruments, the
researchers got a link from the Vice Principal
of The Curriculum of Senior High School 3
and English Teacher of 3 High School which
contained data on test questions and a grid of
test questions. The results of observing the
data, all English teachers had a test grids and
test questions because apart from the lesson
plans and syllabus, this is of interest to the
 school administration where all English
teachers must upload the data to the link
provided by the Vice Principal of The
Curriculum. This means the teacher is proven
to have made a test grid before carrying out
the test. Of course, in making the question
grid, it has been made by reviewing the
description of the basic competencies and
indicators in the RPP. As stated in the grid,
Ibu Gema as an English teacher, in which the
competencies being tested are presented; the
scope of the material in which there are 3
types, namely functional, text structure, and
linguistic elements; then the material is
enough and too material, advertisements,
report text, puzzles, and songs; there are
indicators of questions, the form of questions
in the form of multiple-choice and
descriptions; Then the last one is the number
of questions.
In making questions, of course, must be
in accordance with the components in the
grid. From the observations, it was also found
that the test questions made by Mrs. Gema
were in accordance with those in the grid.
There are 40 multiple choice and 10 essays.
The questions made are in accordance with
the material listed on the grid, namely
numbers 1-8 are enough and too material,
numbers 9-16 are advertising material,
numbers 17-27 are report text material,
numbers 28-35 are puzzle material that in the
form of dialogue, numbers 36-40 are song
material. Making questions was also
accompanied by an answer key.
c. Aspects of the implementation of the
assessment
Things that need to be considered in the
implementation of the assessment are what
techniques and instruments are used in
carrying out the assessment during a
pandemic like this. The results of interviews
with 5 English teachers of 3 Senior High
School Semarang and Vice Principal of The
Curriculum of 3 Senior High School
Semarang, the implementation of learning
assessments in English lessons during the
pandemic still includes aspects of knowledge,
skills, and attitudes. However, there have
been slight changes to the techniques and
instruments used during the pandemic.
For example in the assessment of
knowledge. During normal conditions for
assessing aspects of knowledge, teachers of 3
Senior High School Semarang can carry out
all techniques, namely oral tests, and written
tests. While in a pandemic condition like this,
the majority of English teachers of 3 Senior
High School Semarang only use the written
test technique. As explained by Mrs. Tika and
Mrs. Gema as English teachers of 3 Senior
High School Semarang regarding the
assessment of knowledge that during the
pandemic the oral test technique was not used
because there was a reduction in basic
competencies so that it affected the reduction
of lesson hours, and also how the assessment
was carried out online so that This makes the
oral test assessment cannot be carried out
optimally. Therefore, the technique used for
knowledge assessment is a written test.
Written test carried out the daily test,
semester test (PTS and PAS), year-end test
(PAT). Meanwhile, for daily learning
students are given assignments.
Then the most effective knowledge
assessment instrument used during the
pandemic is multiple choice because
knowledge assessment is carried out online
which requires students to work on questions
online. With the form of multiple choice
questions, teachers can easily give grades
because they can be programmed
automatically so that the grades immediately
come out. Then the second instrument that is
often used is a short entry that can only be
corrected manually. This is the explanation
from Mrs. Tika as an English teacher of 3
Senior High School Semarang regarding
knowledge assessment techniques and
instruments:
“Using assignments and written tests
given online through the MS Teams and
Smagaku applications. The form is
multiple choice. Here I have never used
an oral test due to time constraints.”
The next explanation is from Mrs. Gema as
an English teacher at Senior High School 3
Semarang regarding knowledge assessment
techniques and instruments, the following
explanation is:
“For the daily test in the form of a
written test, then for daily learning I give
assignments, then for PAT and PAS I
give a written test. The technique is
multiple choice and short
entry/description.”
This was confirmed by Vice Principal of
The Curriculum of 3 Senior High School
Semarang that the assessment techniques used
by all English teachers were written tests and
the most frequently used instruments were
multiple-choice and short entry. He also
explained that there were differences in the
media in carrying out the knowledge
assessment, namely the Microsoft Teams
application and the Evaluasi Smagaku
application. Assignments and written tests
such as daily tests are carried out using Google
MS Teams while for the mid-semester
assessment, end-of-semester assessment, and
year-end assessment using the Evaluasi
Smagaku application (a special application for
3 High School Semarang students). This is the
explanation from Mr. Saroji as Vice Principal
of The Curriculum of 3 Senior High School
Semarang of Senior High School Semarang:
"The technique used is usually a written
test with multiple choice instruments and
short entries because if the test is in the
form of a description, it will be very
difficult during a pandemic like this
which depends on the application. For
daily test questions, they are usually
made using Google Forms which are
then uploaded to Google MS Teams. As
for the end-of-semester and mid-semester
tests using the smagaku evaluation
application. Smagaku evaluation is an
application provided by special schools
to carry out mid-semester tests and daily
tests.”
Then, the last is attitude
assessment. Attitude assessment is an
assessment that is quite difficult to carry out
during a pandemic like this where the teacher
used to be able to achieve the target in
assessing the attitudes of students directly by
using self-assessment, peer assessment, and
observation. Now, English teachers at Senior
High School 3 Semarang can only make
observations online to find out attitudes. This
was confirmed by the Vice Principal of The
Curriculum that during the pandemic apart
from Religion and PPKN subjects, the
technique used in the assessment was only
observation. From these problems, the teacher
cannot observe all the characters and attitudes
of students such as independence and honesty.
Because assessing the independent character
and interpreter of students can be said to be
valid if the observations are made directly.
Therefore, pay attention to the attitude
assessment that can be achieved by the English
teacher of 3 Senior High School Semarang
during the pandemic, namely discipline,
activeness, and responsibility. As has been
done by Mrs. Komariah and Mrs. Tika as
English teachers at the senior high school 3
Semarang, that attitude assessment is used
online. This was an explanation from Mrs.
Komariah and Mrs. Tika as English teachers at
Senior High School 3 Semarang:
"With observations such as student
activity in conducting meetings, discipline
in collecting assignments, punctuality in
meetings which are processed in notes."
The same thing was also explained by Mrs.
Tika as follows:
"For daily tests, it is usually done by
 observing, but because it is not easy to do
during a pandemic, the observations are
done online. For example, from student
attendance, then I adjust the assessment
indicators according to the realization
that I can achieve. But because of this
pandemic period, there are some
characters that I lost because I couldn't
immediately see the attitude of students
when working on questions such as
whether he could do it himself or not. For
the instrument, here I have a diary/journal
of notes.”
The two respondents above explained the
same thing regarding observations that can be
achieved online in attitude assessment where
things that can be observed are student activity
in answering and asking questions during
online learning, student discipline and
timeliness in attending learning, student
responsibility in collect assignments online
which were then processed in the teacher's
diary.
Based on observations of the
implementation of the assessment, the
researchers found that all English teachers of 3
Senior High School Semarang have presented
assessment techniques and instruments in the
lesson plans, where the main parts in the
implementation of the assessment were
techniques and instruments. The most
frequently used knowledge assessment
technique during a pandemic was a written test
with multiple choice instruments and short
entries. Then for the skill assessment
technique that was most often used during a
 pandemic, namely performance, but there are
some teachers who use product techniques, the
instrument used in skills assessment was an
assessment scale equipped with a rubric. The
last technique on attitude assessment was used
during the pandemic was online observation
with the teacher's diary instrument.
d. Processing and Utilization of Assessment
Results
Based on the results of interviews with 5
English teachers of 3 Senior High School
Semarang and Vice Principal of The
Curriculum of 3 Senior High School Semarang
regarding Processing and Utilization of
Assessment Results conducted online during
this pandemic. The value of English lessons
with multiple choice questions could come out
immediately after finishing working, while for
questions in the form of shorthand
stuffing/descriptions, they had to be corrected
manually. Previously, however, this only
applies to mid-semester tests, daily tests and
assignments, end-of-semester assessments, and
year-end assessments, teachers do not program
grades automatically after completing work.
Students whose grades had not been
completed were required to take remedial
courses. However, all English teachers of 3
Senior High School Semarang continue to hold
remedial programs. This was emphasized by
the Vice Principal of the Curriculum of 3
Senior High School Semarang that the school
uses a credit-based system where all basic
competencies must be completed. Thus,
teachers were required to provide remedial and
process student grades to completion. All of
the 5 English teachers, they have different
ways of processing grades after remedial. Ibu
Eko would choose the result with the highest
score. Meanwhile, Mrs. Pril and Mrs. Tika
have given scores according to the KKM limit.
It is different with Mrs. As who has also given
a score according to the KKM limit, but if the
student's score has not been completed after
remedial then he will give a score of 65. This
was the explanation from Mr. Saroji as Vice
Principal of the Curriculum Division of 3
Senior High School Semarang:
“I'm sure all teachers will do remedial,
because it's a procedure, so if there are
children who have not finished, remedial
must be held. Because this school uses the
credit system, student scores must be filled
in.”
Mrs. Pril explained that the grades of
assignments were important in boosting
students' final grades. In the past, for example,
there was a student's test score that was
unsatisfactory but the score on the assignment
was good so that this would be the teacher's
consideration in determining the final score.
So, as students, they should not underestimate
the daily tasks given by the teacher. This was
the explanation from Mrs. Pril as an English
Teacher for Senior High School 3 Semarang:
“Currently, the value of knowledge is in
the form of written tests and assignments
that have the same weight. So sometimes
the written test score is only limited to
the KKM but the value of the assignment
is very good, then the final score has
been boosted well. So here the value of
 the assignment greatly affects the final
score.”
After the teacher gets all the student scores
from assignment scores, knowledge scores,
and skill scores, the teacher recaps the final
student learning scores in numbers using excel
which was then submitted to the Vice
Principal of the Curriculum on the link
provided and of course then submitted to
students online The grades that must be
submitted to the Vice Principal of the
Curriculum were mid-semester assessments,
end-of-semester assessments, and year-end
assessments.
Through observations regarding
assessment processing, the researcher got a
link from the Deputy Head of Curriculum for
Senior High School 3 Semarang and English
Teacher for High School 3 Semarang which
contained data on daily test assessments, mid-
semester assessments, end-of-semester
assessments, and year-end assessments. From
the results of these observations, all English
teachers have always processed students'
grades well. The teacher also always collects
the results of the end of semester test scores,
mid-semester tests, and end-of-year tests to the
Vice Principal of The Curriculum of Senior
High School 3 Semarang. For daily tests, the
teacher recaps student scores using excel
where students can find out the grades per
aspect (knowledge, assignments, and skills),
final grades, average grades, lowest grades in
class, and highest grades in class. For the Vice
Principal of the Curriculum of 3 Senior High
School Semarang, the teacher also recaps
 using excel where students can see when they
start working, when they finish working, the
number of questions is wrong, the number is
correct, the multiple choice score is 70%, the
short description score is 30%, and can be seen
the number of answers chosen by students. In
addition, during this pandemic the government
provides a web-based application, namely e-
report where the results of the assessment can
be viewed through the application. E-reports
can also be used to print student grades and
student report cards.
2. Media used in the delivering the assessment
result by English teachers at 3 Senior High
School Semarang during the pandemic
Based on the results of interviews with
English teachers at Senior High School 3
Semarang and Deputy Head of Curriculum for
Senior High School 3 Semarang regarding
media to inform student scores. All English
teachers of Senior High School 3 Semarang
have used Google MS Teams and WhatsApp.
Based on interviews with Mrs. Gema and Mrs.
Komariah, the daily test scores in the form of
multiple choice which were done on Google
Ms Teams appeared immediately after doing
the work. In the daily test questions there were
two types of questions, namely multiple choice
and description, then the teacher must assess
manually first the description questions even
though the multiple choice scores have
appeared automatically after working. Then
the results of the multiple choice scores and
the descriptions have been calculated together,
then recap by the teacher to be informed to
students via Google MS Teams and WhatsApp
in the next meeting. Meanwhile, for the mid-
semester assessment, end-of-semester
assessment, and mid-semester assessment, all
forms of questions have been checked
manually. Furthermore, the value has been
recapitulated by the teacher using excel and
then informed to students using the same
media, namely google ms teams and
WhatsApp group, although the implementation
of these assessments uses a different
application, namely smagaku evaluation. This
is the explanation from Mrs. Gema as an
English teacher at Senior High School 3
Semarang:
“I immediately inform the students about
the value. For daily tests using MS
Teams, the scores appear immediately,
but for mid-semester examinations, end-
of-semester tests, end-of-year tests, I
check manually, then I recap the scores,
then I inform students via the WA group."
The next explanation was delivered by Mrs.
Komariah as an English teacher at Senior High
School 3 Semarang, the following is the
explanation:
"I present the value in the form of
numbers. It has been determined by the
school, for PAT and PAS they immediately
accept it. If I'm not mistaken, 30%
multiple choice, 70% essay”
This was confirmed by Mr. Saroji as the
Deputy Head of Curriculum that the results of
student scores had been informed using
Google MS Teams and WhatsApp groups. In
addition, the teacher has also provided
 feedback to students after assessing students,
where the feedback is delivered through
Google MS Teams. Then there was also an
application in the form of a web, namely E-
Rapor provided by the government, where the
application can make it easier for teachers to
assess students even to print report cards and
evaluate student learning outcomes. Students
can also easily see their grades using the
application, although the form given manually
from teacher to student via whatsapp and
google ms teams is the same but the results
that have been inputted in the E-Report will
never be lost.
3. The obstacles faced by the English teachers of 3
Senior Highschool Semarang in implementing
learning assessments during the pandemic
In every change, there are certainly many
obstacles that we will encounter. Such as the
implementation of learning assessments which
are now carried out online. Behind the
implementation of the assessment that goes
well under these conditions, there must be
obstacles encountered. Based on the results of
interviews with 5 high school teachers 3
Semarang and the deputy head of the senior
high school curriculum 3 Semarang, the most
common obstacle in a pandemic condition was
the uneven internet network due to the
different regional and economic conditions of
each student. The second obstacle was from
the students themselves, where in times like
this there were still students who are often late
or do not even come to participate in learning
activities and forget to do assignments. The
third obstacle was from the teacher, especially
in attitude assessment, where the teacher
cannot see the integrity of students properly.
For example, the teacher cannot know the
honesty and independence of students in
working on questions.
Ibu As explained that there were some
students who always have an excuse to attend
meetings. The reasons for this were power
cuts, no quota, and even students waiting for
their mother to come home from the market.
Then it was also explained by Mrs. Pril, that
calls for doing assignments were also often
ignored. So there are some students who are
late in submitting assignments. This was an
explanation from Mrs. As as an English
teacher at Senior High School 3 Semarang:
“The problem is that not all students
have a good signal so they are often
inactive, don't have credit, they have to
wait for their mother to come home from
the market, the electricity goes out. But
there is a class that doesn't have any
problems in learning, namely the
Olympic class."
The second presentation was from Mrs. Pril as
an English teacher at Senior High School 3
Semarang, the following is her explanation:
“The most frequent problem is internet
connection problem. Then there are some
students who often do not participate in
learning activities, do not collect
assignments. Because they don't meet
face-to-face, the teacher's advice is often
ignored."
In addition, teachers also experience
technical barriers. As explained by Mrs. Tika
that she has a laptop problem that suddenly
hangs because it was often used. Server error,
for example, actually students have submitted
assignments on Google MS Teams, but when
Ibu Tika opens it using her device, the
assignment doesn't appear. The following is
the explanation from Mrs. Tika as an English
teacher at Senior High School 3 Semarang
"The obstacles are firstly technical
problems such as dead speakers, laptops
that like to hang, difficult signals when
students attend meetings, students who
are lazy to attend attendance, then
because student activities now use MS
Teams, sometimes the application error
so that it takes time in meetings, then the
attitude of students who I can't really
monitor it."
These obstacles certainly interfere with
the teacher in carrying out learning
assessments. When students were late in
submitting assignments, the teacher will also
delay recapitulating the results of student
scores. Technician barriers will also prevent
teachers from assessing student results.
Furthermore, obstacles regarding the absence
of students from attending the lesson will
make the teacher not optimal in delivering
lessons where the teacher's desire was to teach
students so that they can achieve all existing
basic competencies. Because the requirement
for grade promotion at Senior High School 3
Semarang is that all students must achieve all
basic competencies. But it turns out that there
was still one teacher who didn't really care
 about the obstacles that occur in the
implementation of the assessment during this
pandemic because in conditions like this he
justifies the obstacles experienced by students.

B. Discussion
1. The learning assessment process by English
teachers at Senior High School 3 Semarang
during the pandemic
Kuncahyaning Fitria Santoso (2015) in a
study entitled Analysis of the Implementation of
the Assessment of Mathematics Teachers at
Ma'Arif Surabaya Shade School in the Context of
the 2013 Curriculum, this study discusses the
implementation of assessment in the
implementation of the 2013 curriculum in
accordance with the references in Permendikbud
Number 66 of 2013. What is explained in
Permendikbud Number 66 of 2013 are criteria
regarding the mechanisms, procedures, and
instruments for assessing student learning
outcomes. This study describes the requirements
for the implementation of the assessment, the
implementation of the assessment, and the
assessment techniques used.
In research on the process of implementing
learning assessments at Senior High School 3
Semarang during this pandemic, there were
similarities and differences. Both of them have
used the assessment standards in Permendikbud
Number 66 of 2013 but they are discussed in
more detail in this study by analyzing 4 aspects of
the assessment standard, namely planning
assessment which includes making lesson plans
and syllabus, developing assessment instruments
which include making test grids and questions
tests, implementation of assessments which
include assessment techniques and assessment
instruments, and processing and utilization of
assessment results which include remedial
programs and student scores.
In the aspect of planning the assessment
based on the results of interviews and
observations, the planning of the assessment has
been carried out well where the English teacher of
Senior High School 3 Semarang always makes
Syllabus and RPP before carrying out learning.
The syllabus has been made by developing the
syllabus given by the government and the lesson
plans made by referring to the school syllabus.
The syllabus and lesson plans have always been
sent at the beginning of the learning year to the
link held by the Vice Pricinpal of The
Curriculum. The RPP that has been made during a
pandemic like this is an emergency RPP or one
sheet RPP, the components in the RPP were in
accordance with the emergency RPP standard
where there is a reduction in Basic Competence.
In the aspect of developing an assessment
instrument based on the results of interviews and
observations, the English teacher of Senior High
School 3 Semarang has made test grids and test
questions before carrying out the test. The test
grids and test questions are only made by the
school-level MGMP team. In making the grid, the
teacher has paid attention to the scope of basic
competencies, question indicators, types of
questions, number of questions, and also the score
of questions. The steps that need to be considered
in developing the instrument are compiling test
specifications (making grids), writing test
questions, reviewing test questions, conducting
test trials, improving res, assembling tests,
carrying out tests, and interpreting test results.
From this research, the test trial has never been
conducted by a teacher at 3 Senior High School
Semarang. Although the creation of test grids and
test questions during the pandemic was carried
out well, there were steps that were missed.
In the planning aspect of the assessment
based on the results of interviews and
observations, it shows that the system of
implementing the assessment during the
pandemic was still well implemented. The
implementation of the assessment at 3 Senior
High School Semarang during the pandemic still
includes aspects of knowledge, skills, and
attitudes. The knowledge assessment includes
daily tests, mid-semester assessments, end-of-
semester assessments, and year-end assessments.
The instruments used in the knowledge
assessment were multiple-choice and short
descriptions. Furthermore, the assessment of
skills is seen from the results of performance such
as making videos or recording voices. While the
assessment of teacher attitudes only uses
observation techniques that were processed in the
teacher's diary. In this case, the teacher has little
difficulty conducting online assessments, because
the teacher cannot directly observe student
behavior.
In the aspect of processing and utilization of
the assessment based on the results of interviews
and observations, it shows that the assessment
system in the aspect of processing and utilization
of the assessment has been running well even
during the pandemic. In times of a pandemic like
 this, teachers always provide remedial for
students who have not reached the Minimum
Criteria Completeness. The majority of teachers
will give remedial student scores in accordance
with the Minimum Criteria Completeness score of
75. Remedies are carried out after the teacher
gives the students' scores with a count of 70%
multiple choice and 30% short entry. The making
of student result assessment data has been made
with very complete components, namely students
can see when they start working, finish time, a
wrong number of questions, correct number, 70%
multiple-choice value, 30% short description
value, and can be seen the number student's
chosen answer.
So from the explanations above it can be
analyzed that the online learning assessment
process has been going well and is in accordance
with the assessment standards set forth in the
Minister of Education and Culture Number 66 of
2013 covering the making of the syllabus, lesson
plans, assessment techniques and assessment
instruments contained in the lesson plans, test
questions, test grids, and student scores. Then the
data has been compiled completely.
2. Media used in the delivering the assessment
result by English teachers at 3 Senior High
School Semarang during the pandemic
Suciningsih (2020) in Quizizz Sebagai Alat
Penilaian Hasil Belajar Dalam Masa Covid-19 di
MI Muhammadiyah Tambakan Ajibarang
Banyumas. The purpose of this study was to
analyze the planning and implementation of
learning outcomes assessment using quizizz, as
well as decision-making learning outcomes using
quizizz at MI Muhammadiyah Tambakan
Ajibarang Banyumas. The results of this study
were quizziz has been used in online learning
assessments that can be accessed anytime,
anyone, and anywhere. Learning outcomes can be
directly downloaded in the form of an excel file
with the results of the analysis divided into two
sheets, namely class level, and player level,
making it easier and faster for teachers to make
decisions about learning outcomes for students.
Meanwhile, research conducted at Senior
High School 3 Semarang during the pandemic
used different media but had similar functions.
The main media that has been used in delivering
the results of student scores recorded in excel is
Microsoft Teams because all English teachers use
the application. Where learning and assessment
activities have been carried out in the application.
The interactions in Microsoft Teams are teachers
and students. There are several teachers who have
sent the results of student scores recorded in excel
to the class WhatsApp group which aims to reach
students quickly because WhatsApp was an
application that is easily reached by students. The
last medium that has been used to convey the
results of student scores is E-Rapor which is a
web application provided by the government. E-
report was a medium that has been used by
teachers to input student scores to fulfill school
administration. In addition to students and
teachers, parents can also access the application
so that parents can monitor the progress of their
children's grades.
So, from the explanation above, it can be
analyzed that 3 Senior High School Semarang
teachers have used media in the form of
 Microsoft teams, WhatsApp, and E-reports in
delivering students. Where Google Microsoft
Teams was the main medium in conveying the
results of the assessment. While the E-report was
a medium to find out the completeness of the
administration regarding the results of student
scores that were inputted by the teacher.
3. The obstacles faced by the English teachers of 3
Senior Highschool Semarang in implementing
learning assessments during the pandemic.
Kisno, Tumudi, and Nia Fatmawati
(2020) in a journal entitled Penilaian
Pembelajaran Matematika Di Sekolah Dasar
Selama Masa Pandemi Covid-19. This study
provides an overview of the implementation of
assessments in mathematics learning carried out
by elementary school teachers in Lampung during
the covid-19 pandemic and describes the
obstacles and obstacles for elementary school
teachers in Lampung in carrying out mathematics
assessments during the covid-19 pandemic. The
results showed that the obstacles faced by
teachers were the difficulty of the network, the
economic factors of the parents of students so that
they could not support learning from home
facilities to the doubts about the results of the
assessment obtained.
Likewise in this study regarding the
obstacles in carrying out the assessment process
at Senior High School 3 Semarang during the
pandemic. Based on interviews with English
teachers at Senior High School 3 Semarang and
Deputy Head of Curriculum at Senior High
School 3 Semarang, it was shown that there were
obstacles in carrying out the assessment. The
obstacles experienced by five English teachers
tend to be caused by the network. The teachers
complained that many students did not attend the
meeting and ignored assignments due to the
absence of a network. So the teacher will
experience delays in carrying out the assessment.
In addition, teachers have experienced
difficulties in determining the integrity of
students. As in attitude assessment, where
teachers have been limited in observing student
attitudes which can only be seen online. The last
obstacle comes from technical problems such as a
site that suddenly crashes when opened and the
laptop suddenly stops. So that this has disturbed
the teacher to make the data needed in the
assessment process (such as syllabus, lesson
plans, grids, questions, and student final grades),
and can also inhibit teachers from inputting these
data into the link provided by the school which
was handled by the Vice Pricinpal of The
Curriculum.
From the information above, it can be
seen that teachers still face obstacles when
carrying out learning assessments during a
pandemic like this even though the learning
assessment process has been carried out well.
These obstacles are something that will definitely
happen when everything is done online.
 CHAPTER V
CONCLUSION AND SUGGESTION
This is the last chapter of the research. In this
chapter, the researcher presents conclusion and
suggestion of what have been discussed on the
previous research,
A. Conclusion
Based on the results of data analysis from the
research results of the learning assessment process by
English teachers at Senior High School 3 Semarang, 3
conclusions can be drawn as follows:
1. In the past, the learning assessment process
carried out by English teachers had gone well and
the assessment process carried out was in
accordance with the assessment standards in
Permendikbud No. 66 of 2013. This is proven
based on research results which show that a) the
assessment plan that has been carried out by the
teacher is included in the very good category. The
teacher has done the planning by making an
emergency syllabus and lesson plans. The lesson
plans are made with reference to the syllabus,
namely reviewing core competencies, basic
competencies, and indicators in the syllabus. The
syllabus used is already a syllabus that has been
developed by the school from the government
syllabus, b) the development of assessment
instruments carried out by teachers is included in
the good category. Instrument development has
been carried out by making test grids and test
questions in accordance with basic competencies,
and existing indicators. However, there are steps
that were not taken in developing the assessment
instrument, namely test questions, c) the
implementation of the assessment carried out by
the teacher is included in the good category. The
implementation of the assessment includes an
 attitude assessment, an assessment of knowledge
and skills, but there are still shortcomings. The
weakness is in the attitude assessment, namely
observations that have been made online, d)
processing and utilization of assessments made by
teachers are included in the good category. The
teacher has always provided remedial for the
value of students who have not reached the KKM.
2. Media that have been used by English teachers of
Senior High School 3 Semarang in conveying the
results of student scores are Microsoft office,
WhatsApp, and E-Reports. Where Microsoft
office was the main medium between teachers
and students in carrying out learning assessments.
3. The obstacles that have been faced by English
teachers at Senior High School 3 Semarang in
carrying out learning assessments are as follows:
a) poor internet network and no quota, b) student
absence from learning, c) late in collecting
assignments, d) interference on the laptop and on
the server.
B. Suggestion
Based on the conclusion in this present research,
suggestion were proposed to the following:
1. For school
The researcher suggests 3 Senior High School
Semarang to facilitate students and teachers in
conducting the learning assessment process.
2. For Vice Principal of The Curriculum
The researcher suggests to the Vice Principal of
The Curriculum of 3 Senior High School
Semarang to continue teaching and directing
teachers regarding the appropriate learning
assessment process in pandemic conditions like
 this.

3. For English Teacher

The researcher suggests English teachers of 3
Senior High School Semarang to always foster
creativity and new ideas in conditioning
students, preparing everything related to
assessment such as learning materials, good
media, and learning tools.
4. For further researcher
The results of this study are expected to be used
as a preview for future researchers in conducting
research in the same field but with different
research objects.

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Appendix I
INSTRUMENT INERVIEW GUIDELINE FOR VICE
PRINCIPLE OF THE CURRICULUM SMA 3
SEMARANG
1. Since when has this school implemented the 2013
curriculum?
2. What preparations should an English teachers prepare
before conducting a learning assessment? Does the
teacher always make lesson plans and syllabus?
3. Is there a change in determining the minimum
completeness criteria (KKM) in the assessment of
English learning during this pandemic?
4. Do all English teachers develop assessment
instruments during a pandemic like this?
5. Do all English teachers always make a grid of
questions before taking the test?
6. In carrying out assessment of English subject on
attitude assessment, what techniques and instruments
do teachers usually use during this pandemic?
7. In carrying out assessment of English subject on
knowledge assessment, what techniques and
instruments do teachers usually use during this
pandemic?
8. In carrying out assessment of English subject on
skills assessment, what techniques and instruments do
teachers usually use during this pandemic?
9. What to consider in choosing an assessment
technique and assessment instrument?
10. What are the obstacles faced in carrying out learning
assessments during the pandemic?
11. How does the English teachers conduct the
assessment process? How does the English teachers
inform students’ score during the pandemic? Then
what media do the English teachers use to inform
these values?
12. Are all English teachers required to provide feedback
after informing students of the value of student
 learning outcomes? What media do the teachers used
to provide feedback?
13. Do all English teachers always provide remedial for
students whose scores have not reached the KKM?

Appendix II

INSTRUMENT INERVIEW GUIDELINE ENGLISH

TEACHER SMA 3 SEMARANG

1. Since when has the 2013 curriculum been

implemented in this school?
2. Do you make an lesson plans and syllabus before
carrying out an assessment of student learning
outcomes?Then how do you plan the assessment?
3. How do you make minimum completeness criteria
(KKM) in English during this pandemic?
4. Have you develop an assessment instruments during a
pandemic like this?
5. Do you always make a grid of questions before being
tested on students? How do you make the grid ?
6. In carrying out assessments of English subjects on
attitude assessment, what techniques and instruments
do you usually use during this pandemic?
7. In carrying out assessments of English subject on
knowledge assessment, what techniques and
instruments do you usually use during this pandemic?
8. In carrying out assessments of English subjects on
skills assessment, what tehniques and instruments do
you usually use during this pandemic?
9. What standards do you dedicated to choosing your
instrument?
10. What are the obstacles in carrying out an assessment
of learning outcomes during this pandemic?
11. How do carry out the assessment process? How do
you inform students’ score during the pamdemic?
Then what media do you use to inform these value?
12. Do you always provide feedback on student learning
assessments during this pandemic? Then what media
do you use to provide feedback?
13. Do you always provide remedial for students whose
scores have not reached the KKM ?

Appendix IV
Respondents : Vice Principle of The Curriculum of SMA
3 Semarang
Name : Bapak Saroji
Date : 2 July, 2021
Time :
Q : Since when has this school implemented the 2013
curriculum?
A : Since 2014, the 2013 curriculum was first
implemented at 3 Senior
Q : What preparations should an English teachers
prepare before conducting a learning assessment?
Does the teacher always make lesson plans and
syllabus?
A : Of course, the teachers made the instruments first.
Where schools have prepared assessment instruments
through RPP since the beginning of the learning
year, so in the RPP various forms of assessment have
been prepared, assessment techniques, then
assessment instruments. Maybe the lesson plans
could change or be further developed over time. But
at the beginning of each school year, teachers have
to collect the lesson plans and syllabus which are
collected on the link provided by the school which is
then sent to the provincial e-KTSP. RPP collected at
the beginning of the learning year was RPP for daily
tests and assignments, while for mid-semester and
end-semester tests there was no RPP, only questions
were made by several teachers who were assigned by
the deputy head of the curriculum to make questions.
Previously, while the syllabus had been prepared by
the school-level MGMP team, so one syllabus was
the same for all teachers. In the past, for example,
there were 5 English teachers in grade 10, so there
was only one syllabus.
Q : Is there a change in determining the minimum
completeness criteria (KKM) in the assessment of
English learning during this pandemic?
A : In SMA 3 there is no change in the Minimum
Completeness Criteria, but this school has used an
emergency curriculum, namely a curriculum whose
Basic Competencies are simplified. For example, at
the beginning there are 6 basic competencies, then
there are some basic competencies that are omitted.
Then the number of hours of study is fixed, but the
duration of each teaching is reduced according to the
 simplified Basic Competencies. The standards for
determining Minimum Completeness Criteria in this
school are student input, KD complexity / material
complexity, facilities and infrastructure.
Q : Do all English teachers develop assessment
instruments during a pandemic like this?
A : Yes of course, all teachers must develop instruments
when making lesson plans
Q : Do all English teachers always make a grid of
questions before taking the test?
A : Of course, all teachers always make a grid of
questions before the test, along with the test
questions.
Q : In carrying out assessment of English subject on
attitude assessment, what techniques and instruments
do teachers usually use during this pandemic?
A : All subjects except PPKN and religion are required to
use observation techniques as outlined in a journal
that can be observed through the Microsoft Teams
application. It can be seen from the activeness of
student, and the presence of students attending the
online learning process.
Q : In carrying out assessment of English subjects on
knowledge assessment, what techniques and
instruments do teachers usually use during this
pandemic?
A : The technique used usually uses a written test with
multiple choice instruments and short entries,
because if the test is in the form of a description, it
will be very difficult during a pandemic like this
which depends on the application. For daily test
questions, they are usually made using Google Forms
which are then uploaded to Microsoft Teams. As for
the end-of-semester and mid-semester tests using the
Smagaku Evaluation application. Smagaku
Evaluation is an application provided by special
 schools to carry out mid-semester tests and daily
tests.
Q : In carrying out assessment of English subject on
skilss assessment, what techniques and instruments
do teachers usually use during this pandemic?
A : Possibility of using a performance such as a child
being asked to make a video, or a sound recording.
Q : What to consider in choosing an assessment
technique and assessment instrument?
A : Judging from the basic competencies of the subjects,
what kind of material is suitable for using
instruments and techniques.
Q : What are the obstacles faced in carrying out learning
assessments during the pandemic?
A : The obstacle is the level of student integrity which
cannot be monitored by the teacher because the
teacher cannot monitor the students' honesty.
Q : How does the English teachers conduct the
assessment process? How does the English teachers
inform students’ score during the pandemic? Then
what media do the English teachers use to inform
these values?
A : For daily tests carried out in Microsoft Teams,
usually if multiple-choice questions the value appears
automatically after being done. If the form of the
instrument is an essay, it means that students write
the assignment and then upload it to Microsoft
Teams, then the teacher gives feedback manually.
For daily tests and the end of the semester, the value
cannot appear immediately, so the teacher corrects it
first and then the teacher recaps the score. Usually,
the teacher also conveys it in the WhatsApp group
because it makes students open it faster.
Q : Are all English teachers required to provide feedback
after informing students of the value of student
learning outcomes? What media do the teachers used
 to provide feedback?
A : Yes, of course. In addition to assessing the teacher
must provide feedback to students which is delivered
through MS Teams.
Q : Do all English teachers always provide remedial for
students whose scores have not reached the KKM?
A : I am sure that all teachers will always make remedial
because it is a procedure. So, if there are children
who have not finished, remedial must be held.
Because this school uses the SKS system, student
scores must be completed.

Appendix V
Respondents : English Teacher class X IPA-compulsory,
X IPS-compulsory, Olympiade
Name : Ibu Gema
Date : 2 July, 2021
Time : 08.30 - 08.50
Q : Since when has this school implemented the 2013
curriculum?
A : Maybe in 2015/2014
Q : Do you make an lesson plans and syllabus before
 carrying out an assessment of student learning
outcomes? Then how do you plan the assessment?
A : Yes, I always make syllabus and lesson plans. The
syllabus is only made once a year. If the lesson plan
is made per unit/per chapter. So one lesson plan can
be for 6 meetings.
Q : How do you make minimum completeness criteria
(KKM) English during this pandemic?
A : The KKM has not changed, which is 75. For criteria,
you can ask directly to the Vice Principal of The
curriculum, okay?
Q : Do you always develop an assessment instruments
during a pandemic like this?
A : Yes, I did that. Starting from compiling test questions,
analyzing questions, checking student scores as well.
I wonder which part is the most difficult for students.
Q : Do you always make a test grid and test questions
before being tested ?How do you make the grid?
A : Yes of course. Before making questions, we must
collect the grid first. What needs to be considered are
the indicators, the instrument, providing the answer
key, then the Basic Competencies that will be tested.
Q : In carrying out assessment of English subjects on
attitude assessment, what techniques and instruments
do teachers usually use during this pandemic?
A : We see from students when answering questions,
students' activeness in attending meetings. So here I
am observing online. The instrument I use is
educational notes.
Q : In carrying out assessment of knowledge assessment,
what techniques and instruments do teachers usually
use during this pandemic?
A : The daily test is in the form of a written test, then for
daily learning I give assignments. For PAT and PAS
I gave a written test. The most frequently used
techniques are multiple choice and short
 entry/description. It is carried out using Microsoft
Teams for daily tests or learning and for end-of-
semester and mid-semester tests using the Smagaku
application..
Q : In carrying out assessment of skills assessment, what
techniques and instruments do teachers usually use
during this pandemic?
A : I gave the task of conversation, then monologue. I
usually do it live via video meeting or post in MS
Teams.
Q : What standards do you dedicate to choosing your
instrument?
A : Seeing the realm of attitudes, skills, and knowledge.
Then see Basic Competence.
Q : What are the obstacles faced in carrying out learning
assessments during the pandemic?
A : Students are sometimes late in submitting
assignments, because of conditions like this, I just
make everything easy and I will understand students
better
Q : How do you carry out the assessment process? How
do you inform students’ score during the pandemic?
Then what media do the English teachers use to
inform these values?
A : I will immediately inform the student about the value.
For daily tests that use Microsoft Teams, the value
immediately appears, but for the mid-semester test,
end-of-semester test, and year-end test, I checked
manually. Then I recap the value, then I inform the
students via Whatsapp group.
Q : Do you always provide feedback on students learning
assessment during this pandemic? What media do
you use to provide feedback?
A : Yes, after the value comes out, then I also
immediately give feedback. Via Microsoft Teams.
Q : Do you always provide remedial for students whose
 scores have not reached the KKM?
A : For remedial, I tell the students the list of children
who must remedial. Then I gave the questions to MS
Teams. The remedial matter must have changed
completely. For processing remedial grades, I take
the highest score, if it is still not complete, I will give
remedial until the child's grade is complete.

Appendix VI
Respondents : Engliah Teacher class XII-compulsory,
class XI-cross interest class
Name : Ibu Tika
Date : 2 July, 2021
Time : 08.30 - 08.50
Q : Since when has this school implemented the 2013
curriculum?
A : For Semarang 3 Senior High School the 2013
curriculum was implemented in 2014
Q : Do you make an lesson plans and syllabus before
carrying out an assessment of student learning
outcomes? Then how do you plan the assessment?
A : Yes always. The lesson plans have been made
referring to the syllabus, while the syllabus has been
obtained from the government and then developed by
teachers assigned by the MGMP team. Well, from the
syllabus, it was finally developed into a lesson plan.
The making of the RPP is seen from the basic
competencies in the syllabus. The contents of the
lesson plan consist of basic competencies, indicators,
 and materials to be taught.
Q : How do you make minimum completeness criteria
(KKM) in English during this pandemic?
A : Ideally there should be a change every year. But
because we can determine based on the weight of the
subject itself and the level of difficulty per basic
competency. So the KKM remains 75.
Q : Have you develop an assessment instruments during
a pandemic like this?
A : Yes, the assessment instrument is made at the same
time as making the RPP which we then attach to the
RPP.
Q : Do you always make a grid of questions before being
tested on students? How do you make the grid?
A : Making the grid must be adjusted to the material
being taught, then the basic competencies, the
division of questions based on the basic competencies
and the material we teach. Then in the English lesson
there is Bloom's taxonomy. Because we are basically
text, then in one text it must contain all aspects of the
Bloom's taxonomy. So we look at the level of Bloom's
taxonomy, whether it's at the c4 or c5 level, whether
it's analysis or synthesis. Then every single text can
be used for several items, in the items we see for
example question number one contains c3 question
number 2 contains c1. So we can't immediately make
it from what is already in the bloom taxonomy, but
we have to test whether we can reach a higher level
in that one text.
Q : In carrying out assessments of English subjects on
attitude assessment, what techniques and instruments
do you usually use during this pandemic?
A :. Repeat days are usually with observations but
because it is not easy to do during a pandemic,
observations are made online. For example, from
student attendance, then I adjust the assessment
 indicators according to the realization that I can
achieve. But because of a pandemic like this, I have
lost some characters because I can't immediately see
the attitude of students when working on questions
such as whether they can do it themselves or not. For
the instrument, here I have a diary/journal of notes.
Q : In carrying out assessments of English subjects on
knowledge assessment, what techniques and
instruments do you usually use during this
pandemic?
A : Using a written test that is given online through the
MS Teams application and Smagaku. The form is
multiple choice. Here I have never used an oral test
due to time constraints.
Q : In carrying out assessments of English subjects on
skills assessment, what techniques and instruments
do you usually use during this pandemic?
A : The technique is with performance, for example
asking students to make videos. I only tested one
basic competency for skills assessment, whereas in
normal times there are three basic competencies. So
from one semester, there are at least two skill
assessments. The criteria for skill assessment are
content, pronunciation, intonation, expression, and
fluency. The task is also carried out individually.
Assignments can be sent to MS Teams in the form of
a youtube link and I also directly provide feedback
through the application..
Q : What standards do you dedicated to choosing your
instrument?
A : I adjusted the form of the question, for example, I
used multiple choice. I can use these multiple choices
as a test to measure the achievement of a
competency. Especially for English lessons, I believe
multiple choice is enough to achieve competence
because English is a foreign language. So I adjusted
 to the position of these subjects in Indonesia.
Q : What are the obstacles faced in carrying out learning
assessments during the pandemic?
A : The first obstacle is technical problems such as dead
speakers, laptop hangs, bad signal when students
attend meetings, students are lazy to attend
attendance, then because student activities are now
using MS Teams, sometimes the application error,
student attitudes that I can't observe directly.
Q : How do carry out the assessment process? How do
you inform students’ score during the pamdemic?
Then what media do you use to inform these value?
A : For the test scores, I will inform the students' grades
at the next meeting after I recap. I sent it directly via
the WA group which is easier for students to reach.
But there are some grades that usually appear
immediately after students work on the questions that
I carry out through ms teams. I also conveyed to the
students that the maximum test score here, for
example, 100, is for multiple choice questions. For
essay questions, I usually follow and I score
manually.
Q : How do carry out the assessment process? How do
you inform students’ score during the pamdemic?
Then what media do you use to inform these value?
A : Yes always, through MS Teams. For mid-semester
and end-of-semester tests, use the Evaluasi Smagaku
application.
Q : Do you always provide remedial for students whose
scores have not reached the KKM?
A : Yes always. But for the mid-semester test and the end
of the semester test, I did not give remedial. I only
gave one remedy. I give a score according to the
minimum completeness criteria. Usually the remedial
I do is by giving the material first and then I ask
questions directly and answer them directly, but
 because the current situation is not possible, I only
give assignments.

Appendix VII
Respondents : Engliah Teacher class XII, X
Name : Ibu Komariah
Date : 2 July, 2021
Time :
Q : Since when has this school implemented the 2013
curriculum?
A : In 2014, because 3 Senior High School was the first
school to implement the 2013 curriculum in the city
of Semarang
Q : Do you make an lesson plans and syllabus before
carrying out an assessment of student learning
outcomes?Then how do you plan the assessment?
A : Yes, the syllabus and lesson plans are made at the
beginning of the semester because they are for school
administration purposes. For the mid-semester test
and the end-semester test, it is adjusted to the
material presented, because there are times when the
material presented may not be in accordance with the
original RPP design. The syllabus and lesson plans
 are a kind of guide to our law for teaching, we
cannot teach without a syllabus. The syllabus is the
teacher's guide to achieving the targets to be
achieved.
Q : How do you make minimum completeness criteria
(KKM) in English during this pandemic?
A : KKM has been agreed from the beginning. The KKM
is 75, but the syllabus has been slightly adjusted to
become an emergency syllabus. During normal
circumstances, for example, there are usually 5 basic
competencies per semester, but during a pandemic, it
is reduced to 3 basic competencies. What is
considered in making KKM is the complexity of the
material and basic competencies, carrying capacity,
student input, and facilities and infrastructure.
Q : Have you develop assessment instruments during a
pandemic like this?
A : There is no trial test. Because the teacher already
knows the student’s abilities.
Q : Do you always make a grid of questions before being
tested on students? How do you make the grid?
A : Yes, look at the coverage of Basic Competencies,
question indicators, types of questions, number of
questions, and also the score of the questions
Q : In carrying out assessments of English subjects on
attitude assessment, what techniques and instruments
do you usually use during this pandemic?
A :. With observations such as student activity in
conducting meetings, discipline in collecting
assignments, punctuality in attending meetings which
are processed in notes. For attendance, it is written
in the daily journal, namely in the E-journal smaga..
Q : In carrying out assessments of English subjects on
knowledge assessment, what techniques and
instruments do you usually use during this
pandemic?
A : Using written test and assignments. I adjust to the
existing basic competencies. At thus school there are
no significant changes. Alhamdulillah, despite the
pandemic, everything is still running according to
educational procedures. The forms of written tests
and assignments are usually multiple-choice and
essays. Incidentally for the daily test more essays
which I then corrected manually. For mid-semester
and end-semester tests, multiple-choice and short
descriptions are used. The daily tests and
assignments are carried out using MS Teams, while
the mid-semester and end-semester tests use the
Smagaku application provided at school.
Q : In carrying out assessments of English subjects on
skills assessment, what techniques and instruments
do you usually use during this pandemic?
A : Performance, then sometimes I give assignments that
I put in the assessment of projects or portfolios. For
performance, I usually ask students to make
conversations, there are students who automatically
make videos without me asking, but there are also
students who only send voices. I'm not using a rating
scale, just using a regular score. For practical
exams, I use a rating scale, but for daily assessments
I rarely use it.
Q : What standards do you dedicated to choosing your
instrument?
A : Refers to basic competence
Q : What are the obstacles faced in carrying out learning
assessments during the pandemic?
A : In attitude assessment, I cannot observe students'
attitudes directly, for knowledge assessment and
skills assessment, students sometimes forget to submit
assignments.
Q : How do you carry out the assessment process? How
does you inform students’ score during the
 pandemic? Then what media do the English teachers
use to inform these values?
A : I present values in the form of numbers. It has been
determined by the school, for the mid-semester test,
the end of the semester test, and the end of the year
test, they immediately accept it. If I'm not mistaken,
30% multiple-choice, 70% essay
Q : Do you always provide feedback after informing
students of the value of student learning outcomes?
What media do the teachers used to provide
feedback?
A : Yes always
Q : Do you always provide remedial for students whose
scores have not reached the KKM?
A : If there is still learning time lift, I will give remedial
test. If the time is up, then I change the remedial into
a task.

Appendix VIII
Respondents : Engliah Teacher class XII-compulsory, X-
cross interest class
Name : Ibu Pril
Date : 2 July, 2021
Time : 08.30 - 08.50
Q : Since when has this school implemented the 2013
curriculum?
A : 2014 for 3 Senior High School
Q : Do you make an lesson plans and syllabus before
carrying out an assessment of student learning
outcomes ?Then how do you plan the assessment?
A : RPP and syllabus have been made at the beginning of
the school year, so that at the time the rating rill only
adjust to the previously designed.
Q : How do you make minimum completeness criteria
(KKM) in English during this pandemic?
A : Incidentally for English there is no change in KKM,
which is permanent 75. The criteria for making the
KKM are intake (characteristic / student
competencies) can be seen from the average value
obtained by students in advance, the complexity of
the material / competence that must be achieved, the
carrying capacity is the facility owned and
competency teacher.
Q : Have you develop assessment instruments during a
pandemic like this?
A : In the development of instruments to compile, write,
analyze, it has been done before giving a test. But for
trials have never been, and for the part fixing the
questions usually done after the test is used to give a
remedial test
Q : Do you always make a grid of questions before being
tested on students? How do you make the grid?
A : Yes of course, but the grid of questions is made
together in the school MGMP, so that the weight of
the matter is equal between teachers one and the
other. Then also through analysis of basic
competencies and core competencies.
Q : In carrying out assessments of English subjects on
attitude assessment, what techniques and instruments
do you usually use during this pandemic?
A : Through observation, from there I present it in the
journal / notes.
Q : In carrying out assessments of English subjects on
knowledge assessment, what techniques and
instruments do you usually use during this
pandemic?
A : Writing tests, and oral tests. But it's not the same for
every basic competency. Adapted to the
characteristics of its basic competencies. For
instruments in written and assignment tests, I use
multiple choices and essays. For oral tests I ask
questions according to the material being discussed..
Q : In carrying out assessments of English subjects on
skills assessment, what techniques and instruments
do you usually use during this pandemic?
A :I use the performance technique. The instrument that
I use is a rubric in which it uses a rating scale.
Q : What standards do you dedicated to choosing your
instrument?
A : Refers to basic competence
Q : What are the obstacles faced in carrying out learning
assessments during the pandemic?
A : The most frequent constraints are internet connection
problems. Then there are some students who often do
not follow learning activities, do not collect tasks.
Because it doesn't meet directly, the appeal of
teachers is often ignored.
Q : How do you carry out the assessment process? How
does you inform students’ score during the
pandemic? Then what media do the English teachers
use to inform these values?
A : This school uses Microsoft Teams, so they have
prospected their value and students can immediately
see the result. For the middle semester test and the
end of the semester uses the Smagaku application so
the teacher determines how many scores for each
 number, will be processed their own value later. For
the assessment of a pandemic attitude like this I have
difficulty knowing the honesty of students, I consider
the amount of attendance and timeliness of learning,
and collecting tasks. For assessment of attitudes and
skills I recap manually. Then all values are
processed into the final value.
Q : Do you always provide feedback after informing
students of the value of student learning outcomes?
What media do the teachers used to provide
feedback?
A : Yes, usually in general, especially for students who
are the most wrong
Q : Do you always provide remedial for students whose
scores have not reached the KKM?
A : I always do, I take the limit value of the minimum
completeness criteria for justice. Now the value of
knowledge is a form of written test and the
assignment is the same weight. So sometimes the
writing test value is only limited to KKM but the
value of the task is very good, then the final value has
been passed. So here the task value greatly affects the
final value.
 Observation Sheet
Respondents : English Teacher class X IPA-
compulsory, X IPS-compulsory, Olym
Name : Ibu Gema
Date & Time : 2021

Observed Implementation Explanation

Aspects Maximum Enoug Not
h Optimal
1. Teacher in  In june
making 2021. The
syllabus syllabus
used was a
syllabus
made by the
school-level
MGMP
team.
2. Teacher in  The teacher
making was on time
making in collecting
lesson plans the lesson
plans and
The teacher
has made a
lesson plan
for one
semester of
lessons that
has been
determining,
 in June
2021
3. Teacher in  The teacher
arranging test has made
grids and grids and
preparation questions
of test for the final
questions assessment
before the of the
exam 2020/2021
school year,
the grid and
questions
have been
uploaded on
Thursday,
March 18,
2021. The
lattice
components
were
complete
4. Teacher in  The teacher
preparing used the
attitude observation
assessment technique
instrument presented in
(such as the lesson
observation plan. But
assessment, the teacher
the self- did not
assessment, make a
and peer-to- journal /
peer teacher’s
assessment) education
notes.
5. Teacher in  The teacher
preparing used the
knowledge written test
assessment technique
(such as presented in
written tests, the lesson
oral tests, plan. The
and instruments
assignments) used were
multiple
choice

6. Teacher in  The teacher

preparing used the the
skill perfomance
assessment technique
instrument presented in
(such as the lesson
performance plan.
project,
portfolio,
products,
self-
assessments,
observations)
7. The teacher  The teacher
in had
recapitulatin collected
g the value of students
student scores on
learning Tuesday,
outcomes June 15.
 Observation Sheet
Respondents : English teacher class XII-compulsory,
class XI-cross interest class
Name : Ibu Tika
Date & Time :
Observed Implementation Explanation
Aspects Maximum Enough Not
Optimal
1. Teacher in  In june 2021.
making The syllabus
syllabus used was a
syllabus
made by the
school-level
MGMP team.
2. Teacher in  The teacher
making was on time
making in collecting
lesson plans the lesson
plans and The
teacher has
made a lesson
plan for one
semester of
lessons that
has been
determining,
in June 2021
3. Teacher in  The teacher
arranging test has made
grids and grids and
preparation of questions for
test questions the final
before the assessment of
exam the
2020/2021
school year,
the grid and
questions
 have been
uploaded on
Thursday,
March 18,
2021. The
lattice
components
were
complete
4. Teacher in  Teacher used
preparing the
attitude observation
assessment technique
instrument presented in
(such as the lesson
observation plan. The
assessment, teacher has
the self- made teacher
assessment, education
and peer-to- notes /
peer journals
assessment)
5. Teacher in  The teacher
preparing used the
knowledge written test
assessment technique
(such as presented in
written tests, the lesson
oral tests, and plan. The
assignments) instruments
used were
multiple
choice

6. Teacher in  The teacher

preparing used the the
skill perfomance
assessment technique
instrument presented in
(such as the lesson
performance plan.
project,
portfolio,
products,
self-
assessments,
observations)
7. The teacher  The teacher
in had collected
recapitulating students
the value of scores on
student Tuesday,
learning June 15.
outcomes
 Observation Sheet
Respondents : English Teachers class XII, X
Name : Ibu Komariah
Date & Time :
Observed Aspects Implementation Explanation
Maximum Enough Not
Optimal
1. Teacher in  In june 2021.
making The syllabus
syllabus used was a
syllabus made
by the school-
level MGMP
team.
2. Teacher in  The teacher
making was on time in
making lesson collecting the
plans lesson plans
and The
teacher has
made a lesson
plan for one
semester of
lessons that
had been
determine, in
June 2021
3. Teacher in  The teacher
arranging test has made grids
grids and and questions
preparation of for the final
test questions assessment of
before the the 2020/2021
exam school year,
the grid and
questions have
been uploaded
on Thursday,
March 18,
 2021. The
lattice
components
were complete
4. Teacher in  Teacher used
preparing the
attitude observation
assessment technique
instrument presented in
(such as the lesson
observation plan. The
assessment, teacher didn’t
the self- make
assessment, educational
and peer-to- notes
peer
assessment)
5. Teacher in  The teacher
preparing used the
knowledge written test
assessment technique
(such as presented in
written tests, the lesson
oral tests, and plan. The
assignments) instruments
used were
multiple
choice
6. Teacher in  The teacher
preparing skill used the the
assessment perfomance
instrument technique
(such as presented in
performance the lesson
project, plan.
portfolio,
products, self-
assessments,
observations)

7. The teacher in  The teacher

recapitulating had collected
the value of students
student scores on
learning Tuesday, June
outcomes 15.

Observation Sheet
Respondents : English Teachers class XII-compulsory,
X-cross interest class
Name : Ibu Pril
Date & Time :
Observed Implementation Explanation
Aspects Maximum Enough Not
Optima
 l
1. Teacher in  In june 2021.
making The syllabus
syllabus used was a
syllabus made
by the school-
level MGMP
team.
2. Teacher in  The teacher
making was on time in
making collecting the
lesson plans lesson plans
and The
teacher has
made a lesson
plan for one
semester of
lessons that
had been
determine, in
June 2021
3. Teacher in  The teacher
arranging test has made
grids and grids and
preparation questions for
of test the final
questions assessment of
before the the 2020/2021
exam school year,
the grid and
questions have
been uploaded
on Thursday,
March 18,
2021. The
lattice
components
were complete
4. Teacher in  Teacher used
preparing the
 attitude observation
assessment technique
instrument presented in
(such as the lesson
observation plan. The
assessment, teacher didn’t
the self- make
assessment, educational
and peer-to- notes
peer
assessment)
5. Teacher in  The teacher
preparing used the
knowledge written test
assessment technique
(such as presented in
written tests, the lesson
oral tests, plan. The
and instruments
assignments) used were
multiple
choice
6. Teacher in 
preparing The teacher
skill used the the
assessment perfomance
instrument technique and
(such as the product
performance technique
project, (make a job
portfolio, application
products, script)
self- presented in
assessments, the lesson
observations) plan.

7. The teacher  The teacher

in had collected
recapitulatin students
g the value of scores on
student Tuesday, June
learning 15.
outcomes
 Observation Sheet
Respondents : English teacher class XI IPA-cross
interest class
Name : Ibu As
Date & Time :
Observed Implementation Explanation
Aspects Maximum Enough Not
Optimal
1. Teacher  In june 2021. The
in syllabus used was
making a syllabus made by
syllabus the school-level
MGMP team.
2. Teacher  The teacher was on
in time in collecting
making the lesson plans
making and The teacher
lesson has made a lesson
plans plan for one
semester of lessons
that has been
determining, in
June 2021
3. Teacher  The teacher has
in made grids and
arranging questions for the
test grids final assessment of
and the 2020/2021
preparati school year, the
on of test grid and questions
questions have been
before uploaded on
the exam Thursday, March
18, 2021. The
lattice components
were complete
4. Teacher  Teacher used the
in observation
preparing technique
attitude presented in the
 assessme lesson plan. The
nt teacher has made
instrume teacher education
nt (such notes / journals
as
observati
on
assessme
nt, the
self-
assessme
nt, and
peer-to-
peer
assessme
nt)
5. Teacher  The teacher used
in the written test
preparing technique
knowled presented in the
ge lesson plan. The
assessme instruments used
nt (such were multiple
as choice
written
tests, oral
tests, and
assignme
nts)
6. Teacher  The teacher used
in the the
preparing perfomance
skill technique
assessme presented in the
nt lesson plan.
instrume
nt (such
as
performa
nce
 project,
portfolio,
products,
self-
assessme
nts,
observati
ons)
7. The  The teacher had
teacher collected students
in scores on Tuesday,
recapitul June 15.
ating the
value of
student
learning
outcomes