Name : Annisatul Fadlilah

NIM : 180403006

ASSIGNMENT 1

CREATING ANALYTICAL RUBRIC

DRAMA PERFORMANCE RUBRIC

For Senior High School

Criteria Weight Excellent Good Enough Poor

4 3 2 1
Preparedness 15% The students The students have The students are The students do
are prepared good preparing but somewhat not have
completely and still needed prepared but the prepared at all.
have practiced practiced more. rehearsal was
perfectly. lacking.
Costume and 15% The student use The students just The student use 1- The student not
prop several props use 1 or 2 props 2 props but its not use props and
and wear and wear costume related with the costume.
costume related related to the topic.
with the topic topic.
that show the
creativity.
Content 25% The material is The material is The material is The material is
very clear and great enough and enough but it is not pretty clear
related to the related with the not clearly and does not
topic. topic. connected with relate with the
the topic. topic.
Dialogue 20% The students The students often The students The students do
show consistent show consistent struggling to not show
voices , facial voices , facial show consistent consistent
expression and expression and voices , facial voices , facial
movement. So movement. So the expression and expression and
the character of character of the movement. To movement to
the story is story is easily to make the story is make story more
easily to understood. easily to interesting.
understood. understood.
Enthusiasm 15% Facial Sometimes Facial expression Very little use
expression and students used and body facial expression
body language facial expression language used to and body
generate strong and body language generate strong language and
interest about generate strong interest , but seem not generate
the topic. interest about the faked. interest in topic.
topic.
Audience 10% The students The students get The students lost The students lost
response get audience’s audience’s the audience’s audience’s
attention by attention by attention because interest because
creative way. present interesting presented little the audience
fact twists. imagination. could not
determine the
topic.

ASSESMENT :

TOTAL POINT _______ : HIGH SCORE (24) x 100 =

 ASSESMENT 2

HOLISTIC TO ANALYTICAL RUBRIC

1. HOLISTIC RUBRIC

RUBRIC FOR WRITING ESSAY

Grade Score Criteria

A (90 - 100) The “A” argument essay is exceptional in every way. The essay is
well organized and all claims are supported. It begins with a solid
introduction that contains a clear thesis, is followed by body
paragraphs that contain clear topic sentences with clear and detailed
support, and ends with an effective conclusion. Content is thorough
and lacking in no area. There are no (or few) errors in tone, format,
mechanics, grammar, and content.
B (80-89) The “B” essay is above adequate in most areas. In the areas where it
is not above adequate, it is still entirely acceptable. The majority of
the essay is clear, focused, and well detailed, but there may be a few
areas requiring further development. While it may contain a few
errors with tone, mechanics, grammar, and/or content, these errors
are not egregious enough to detract from the overall point being
made.
C (70-79) The “C” essay is adequate in most areas, but exceptional in none.
The thesis is clear although probably lacking in both control and
command. Organization may be a slight problem but can be fixed.
The paragraphs provide support but are generally underdeveloped.
There may be multiple errors in tone, format, mechanics, grammar,
and content, but these errors do not, for the most part, detract from
the overall writing.
D (60-69) The “D” essay is lacking in a majority of areas. It is generally
unorganized and unfocused. The thesis is neither clear nor controls
the entire essay. Most of the essay is underdeveloped. There are
frequent errors in tone, format, mechanics, grammar, and/or content
that distract from the content being provided. Its only saving grace
is that, despite all of the errors, there appears to be a legitimate
effort put forth by the writer.
E (59-0) The “F” essay generally needs little explanation. There are
significant problems throughout. The thesis is often lacking, and the
argument, if there is one, wanders and is unorganized. The essay
shows no understanding of basic essay structure, and there are
significant errors in tone, format, mechanics, grammar, and/or
content. The effort on the part of the writer is questionable, at best.

Source :

https://www.google.com/url?sa=t&source=web&rct=j&url=https://calt.umbc.edu/files/2013/01/S
AMPLE-HOLISTIC-RUBRIC-FOR-
ESSAYS.pdf&ved=2ahUKEwiM6JCAvNPxAhUuq0sFHQASBn84ChAWegQIAhAC&usg=AO
vVaw18yKFVZVoeJc9YRYO9zg1k
 2. ANALYTICAL RUBRIC

WRITING ESSAY RUBRIC

For Senior High School

Criteria Weight Perfect Excellent Good Enough Poor

(90-100) (80-89) (70-79) (60-69) (59-0)
Content 25% The content is The content is The content is The content The content
thorough and complete enough and lack is not pretty is not enogh
lacking in no although there is in few area. good and and lack in
area. few errors. lack in few many area.
area.
Organization 25% The essay is well The essay is The essay is The essay is The essay
organized and all above adequate enough lacking in a generally
claims are organized in most organized,but majority of needs little
supported. areas. generally areas. It is explanation
underdeveloped. generally and
unorganized. unorganized
because
lacking in
general area.
Focus and 25% There is clear The essay is The essay is The essay is The essay is
Detail topic sentences almost clear, adequate in most lacking in a lacking in
and detailed focused, and well areas, but majority of general area ,
support, and ends detailed, but there exceptional in areas. The the thesis is
with an effective may be a few none. The thesis thesis is not focus
conclusion. areas requiring is clear enough neither clear have detail
further although nor controls support.
development. probably lacking the entire There are
in both control essay. significant
and command. problems
throughout.
Tone , format , 25% There are no There are few There are There are There are
grammar , errors in tone, errors with tone, multiple errors frequent significant
mechanism format, mechanics, in tone, format, errors in tone, errors in tone,
mechanics, grammar but mechanics, format, format,
grammar. All overall is pretty grammar, and mechanics, mechanics,
sentences are good. interfere the grammar, grammar.
constructed well. understanding. that distract Then the
from the sentences are
content being difficult to
provided. understand .

ASSESMENT =

TOTAL SCORE : 4 = ________

 THE EFFECTS OF ALTERNATIVE ASSESMENT IN

ENGLISH LANGUAGE LEARNING

By Annisatul Fadlilah

CHAPTER I.

INTRODUCTION

A. Background

Assessment is one of the main elements of education. This helps determine whether the
students learned or acquired language elements from the instructor of a foreign language in
students whose language abilities are limited and can interact with them. That means the
teacher's assessment that the students' capacity needs to be known. That ensures the appraisal the
instructor needs to know the magnitude of the abilities of the students. It is also necessary to
assess the process of teaching and learning depending on the ability level of students.

Recently, a reform took place in the field of evaluation in terms of a paradigm shift from
traditional testing to assessment . In education field, innovations have been witnessed in
procedures to assess students’ performance where summative assessment is gradually changing
to formative assessment (alternative assessment).

Thus, it is important for teachers to know that alternative assessments are very important in
teaching English especially in all english skills and to find out with the existence of assessment
alternatives whether there is a positive effect that can be helpful and useful for assessing student
competence in all English skills in class or not.

B. Problem

Based on the background above , the problem as follows ;

1. What is the definition of Alternative Assesment?

2. What are the characteristics of Alternative Assesment?
3. What are the effects of Alternative Assesment in English Language Learning?

C. Purpose

The author's purpose in writing this paper is to knowing the definition , the characteristics
and the effects of alternative assesments based on English language learning.
 CHAPTER II

DISCUSSION

A. Definition of Alternative Assesment

Alternative assessments, also referred to as performance tests or authentic assessments, are

used to determine what students can and cannot do, in contrast to what they do or do not know.
In other words, an alternative assessment measures applied proficiency more than it measures
knowledge. Typical examples of alternative assessments include portfolios, project work, and
other activities requiring some type of rubric. The essence of a performance assessment is that
students are given the opportunity to do one or more of the following:Demonstrate their ability ,
Perform a meaningful task , Receive feedback by a qualified person in terms of relevant and
defensible criteria.

According to Brown and Hudson (1998), alternative assessment has attained a larger degree
of importance and acceptance in EFL/ESL field of instruction. It is due to the fact that the
practices of language-testing connected with language learning are inevitably different from
testing practices prevalent in other fields. In fact, both the process of English language learning
and its assessment are very nature complex, and in order to deal with such complexities English
language teachers and administrators have used various assessment techniques (Al-Mahrooqi &
Denman, 2018).

A primary focus of evaluation in education is to examine whether objectives of the course of

a study are attained by students or whether the scope and sequence of curriculum are achieved
(Jabbarifar, 2009). In classroom, the purpose of assessment is to provide the learners with
opportunities to exhibit what they have learned rather than catching them out to display what
they have not learned. In short, the purpose for using alternative assessments is to assess
students’ proficiency in performing complex tasks that are directly associated with learning
outcomes.

B. Characteristics of Alternative Assesment

Alternative assessment is also known as formative assessment and portfolio assessment. The
characteristics of alternative assessment may include:

• Usually teacher-generated, as opposed to being passed down from an administration,

government, or third-party organization.

• Takes into account the individual background and needs of every unique learner.
• Considers the big picture of individual student progress over an extended period of time.

• Flexible, responsive, and continually developing according to curricular objectives.

• Takes into consideration different learning styles and preferences.

• Allows language learners to demonstrate content knowledge and skills mastery without
language barrier difficulties.

• Highly effective for use with students who are entitled to accommodations and/or
modifications.

• Normally documented with qualitative data, such as performance descriptors, comparisons with
previous work, and skills demonstration.

C. The Method and Effects of Alternative Assesment in ELT

Based on the some journal that I have been read , The concept of assessment in EFL is
discussed extensively in international literature. However, methods of assessment in EFL field,
especially of alternative assessment, is the major topic explored by researchers in current study .
The methods or tools of alternative assessment in language classroom are called alternatives in
assessment by Brown and Hudson (1998). More specifically, personal-response assessment is
used as a category term to include various methods used in alternative assessment. This type of
assessment is an individualized assessment where learners are allowed to produce what they
want in their own language that provide teachers with an on-going manner of assessing learners’
performance throughout instruction (Brown & Hudson, 1998) . All methods mentioned in the
reviewed studies were considered more beneficial in enhancing students’ development in foreign
language learning.

The results of the studies indicated that all basic language learning skills have been
significantly developed by implementing alternative assessment methods. A total of 7 studies
(Yurdabakan and Erdogan, 2009; Kalra, Sundrarajun and Komintaracat, 2017; Cuesta, Mayorga,
Padilla and Mayorga, 2019; Iraji, Enayat and Momeni, 2016; Moradan and Hedayati, 2012;
Javaherbakhsh, 2010) reported the positive influence of alternative assessment strategies on
students’ writing skills ranging from simple writing to argumentative writing skill. Based on the
findings of the reviewed studies, portfolio and self-assessment were found the most used
strategies to enhance writing skill among other strategies such as peer-assessment, conferencing,
etc. Moreover, the implementation of these strategies positively influence learners’ writing
competence and were considered more practical than traditional methods. Not only students were
motivated by producing and assessing their own compositions but also their responsibility of
learning was increased.
 Not only that , Three studies (Aliasin and Amanlu, 2017; Ardianti and Mauludin, 2017;
Yurdabakan and Erdogan, 2009) also investigated the effects of alternative assessment on
reading skill both at tertiary and secondary level. The results of the mentioned studies indicated a
substantial improvement in students’ reading comprehension skills. The results of students’
performance revealed that implementing methods of alternative assessment such as portfolio, self
assessment and performance assessment prepared the students enough to get high scores on
reading comprehension tests.

Moreover, implementing alternative assessment methods in reading classes make the

complicated readings enjoyable that becomes a routine activity contributing in vocabulary
building and in improving reading comprehension and performance as well as a factor of
motivating students. Other studies (Putri, Pratolo and Setiani, 2019; Safari and Koosha, 2016)
examined the practice of alternative assessment in EFL classrooms in regards to its impact on
speaking skill and oral abilities of students. The students managed to increase the quantity of
spoken language and to use various lexical items and vocabulary of foreign language by applying
alternative assessment methods such as e-portfolio and video portfolio. Moreover, self-
assessment and peer feedback were considered as catalyst factors in improving speaking and
listening skills.
 CHAPTER III

CONLUSION

Actually all of the methods of alternative assessment based on some journal that I have
been read there were deemed helpful in enhancing students’ development in foreign language
learning. The findings indicated significant improvement in the basic language learning skills
(reading, writing, listening and speaking) of the students. There are focused on portfolio,
self/peer assessment contributing much to learners’ performance and achievements. In terms of
methodology, the result of the systematic review showed that the dominant method employed in
the articles was quantitative, and students were the main focal point involved in the research as
their participants.

Logically, this research can be seen as a guide for English teachers to improve their
alternatives professional appraisal approach to improve student enthusiasm for learning. It may
also increase knowledge of how important alternative assessment is in teaching English in
various skills such as reading, writing, listening, and speaking.
 REFERENCES

Nijat , Nazibullah. (2020). Effects of Alternative Assesment in EFL Classroom : A

Systematic Review. Journal of Education and Linguistic Research, 3, 7-18.

Nodousan , Mohammad Ali. (2014). Assesing Writing : A Review of the Main Trends.
Journal of Studies In English Language and Education. 1 , 128-138.

Sa’diyah , Aminatus. (2020) . Alternative Assesment Practices and Difficulties on EFL

Student’s Speaking Skill. Journal of International Joint Conference onArts and Humanities. 491 ,
810-815.

https://ctl.byu.edu/using-alternative-assessments

https://study.com/academy/lesson/alternative-assessment-definition-examples.html

https://www.google.com/amp/s/www.formpl.us/blog/amp/alternative-assessment