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p-ISSN: xxx-xxxx; e-
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A Systematic Review of Research on EFL Authentic Assessment for

Indonesia EFL Education
Yohanes Christian1
1
Universitas Indraprasta PGRI, Jl.Nangka 58 C Tanjung Barat, Jakarta Selatan, 12530, Indonesia

ABSTRACT ARTICLE INFO

Article History:
Received 23 Mar 2022
The purpose of this systematic literature review is to provide a Revised 30 Mar 2022
comprehensive overview synthesis of existing research on English Accepted 29 Jun 2022
Available online 30 Jun 2022
as a Foreign Language (EFL) authentic assessment in the context of
EFL education in Indonesia. The current status of research on EFL
Keywords:
Authentic Assessment for Indonesia students from 2018 to 2023 is
Authentic
presented in this study. The results of this review offer valuable Assessment,
insights into the trends in authentic assessment research, the Indonesia EFL
varieties of authentic assessment methods utilized, and the factors Education, Systemic
Review
affecting their implementation in the Indonesian EFL setting.
Additionally, we aspire to offer a foundation for future research
endeavors, fostering a deeper understanding of the EFL assessment
practices in diverse linguistic and cultural contexts and ultimately
enhancing the quality of English language education for Indonesian *
yohnchrist23@gmail.com
students.

Citation in APA style:

Christian, Yohanes. (2024). A
Systematic Review of Research on
EFL Authentic Assessment for
Indonesia EFL Education. middle
name. (Year of publication). Title.
Indonesian Journal of Education,
Volume(issue), page number.
https://doi.org/......
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

INTRODUCTION

English as a Foreign Language (EFL) education in Indonesia has experienced dynamic

development in recent decades, reflecting the growing recognition of the important role English
skills play in global communication and professional success. Amidst this educational
transformation, the assessment of English language proficiency remains a critical aspect of EFL
pedagogy. According to Permendikbudristek No. 21 Year 2022, Assessment is the process of
collecting and processing information to determine students’ learning needs and development
achievements or learning outcomes (Kemendikbudristek, 2022). In doing so, assessment should
be done as fair, objective, and educative. On the other side, those three concepts are relatable
with the three major concepts used to determine efficacy in assessment, such as reliability,
validity and fairness (Wesolowski, 2020). To elaborate, fair assessment is an assessment that is
not biased by the background, identity, or special needs of the students. Objective assessment is
an assessment that is based on factual information on the achievement of development or
learning outcomes. Educative assessment is an assessment which the results are used as the
feedback for educators, students, and parents to enhance learning processes and learning
outcomes (Wesolowski, 2020).
Authentic assessments, featuring tasks that reflect real language use, are emerging as a
promising alternative to traditional assessment methods. In response to this evolving educational
paradigm, the concept of authentic assessment has gained prominence as a pedagogical approach
that aligns with the communicative goals of language education (Grant L. , 2019). Authentic
assessment, characterized by tasks that mirror real-world language use, has emerged as a
promising alternative to traditional assessment methods, thus it is emphasizing the application of
language skills in meaningful and contextually relevant ways (Mueller, 2014).
In 2013, the Indonesian Ministry of Education and Culture announced the 2013
Curriculum, which aims to replace the implementation of school-based curriculum. One of the
main changes to the curriculum is the use of new assessment methods. Under the Regulation of
the Minister of Education on the Implementation of the Curriculum 2013 and Culture No. 81a of
2013 (Kemendikbud, Peraturan Menteri Pendidikan dan Kebudayaan No. 81a tentang
Implementasi Kurikulum 2013, 2013), teachers are required to carry out authentic assessments
as a way to assess students' abilities. Furthermore, according to the provisions of the Minister of
National Education and Culture No. 104 of 2014 (Kemendikbud, Permendikbud No. 104 tentang
Penilaian Hasil Belajar, 2014) on the evaluation system, teachers are expected to assess students'
abilities through evaluation of performance, projects and portfolios.
In the evaluation process, schools can use written or oral tests, or using written papers or
portfolios, providing opportunities to schools to develop guidelines and be a naturally supportive
authority children's knowledge (Fahad A Sadat, 2022). As the demand for effective language
learning and assessment strategies grows, educators are faced with the challenge of preparing
students not only to meet standardized language proficiency benchmarks but also to navigate
authentic, real-world communicative contexts (Brown (2018) & Shohamy (2017)). This system
is linked with the assessment system on Merdeka Curriculum. If on 2013 curriculum student
assessment is divided into three aspects, namely knowledge, attitudes and skills each lesson, then
in the independent curriculum Febryan, et al. (2022) as cited in Ayu (2023). There is no
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

distinction between these three aspects, but rather focused on learning project for soft skills
development (Rizkayeni Marta, 2023).
The introduction of a new curriculum consistently generates emotional stress among
teachers who are tasked with implementing the changes. One significant issue in education is the
existence of disparities between classroom teaching and real-world applications, as well as
between assessment tasks and the practicalities of the working world (O'Malley, 1996).
Unfortunately, teachers are not able to provide meaningful assessment to measure English skills;
reading, writing, listening and speaking. The challenges are captured in Erwin Rahayu, et al.
(2019) that demonstrated the teachers experienced typical challenges of implementation covering
student related issues, time and effort consuming, validity issue, reliability issue, resource
administration, evidence transformation, and subjectivity. According to Herdiawan (2018),
assessment has been considered a pivotal component in the instructional process involving both
teachers and students. Furthermore, it necessitates various aspects focused on the authenticity of
students' task performance. In this study, the five dimensional framework proposed by Gulikers
et.al (2004) need to be employed inside the implementation of authentic assessment which
covers at least: tasks, physical context, social context, result or form, and criteria. In
another study, Wulandari (2023), conducted a research with two English teachers who taught
seventh grade and applied authentic assessment in the teaching process. The findings indicated
that both teachers held favorable views. These perspectives were evident in their beliefs,
knowledge, and positive attitudes, aligning with the planned and executed activities. Both
educators adhered to the Merdeka Curriculum guidelines when devising authentic assessments.
They structured the learning flow and objectives based on learning achievements, proposing
projects and performance assessment techniques with rubrics to gauge students' productive
abilities. During implementation, the researcher observed the alignment with the teachers' initial
plans. While encountering some challenges, both educators effectively addressed them. They
reported positive impacts from the authentic assessment implementation and expressed a
commitment to ongoing use while exploring additional authentic assessment techniques. To
enhance teaching quality, participating in workshops on authentic assessment is recommended.
This study suggests that combining authentic assessment with the Merdeka Curriculum is
relevant and highly effective. Project and performance assessments emerge as valuable
techniques for evaluating students' productive skills in teaching and learning activities.

There have been numerous studies conducted on the authentic assessment, including in
the context of Indonesian EFL settings as mentioned above. Prior research has largely neglected
to address the actual difficulties, focusing primarily on comprehending viewpoints and specific
aspects of the assessment; Nevertheless, only a few of them discussed on systematic literature
review topic. This gap in the literature highlights the need for a systematic review that
summarizes and critically analyses existing research on authentic assessment in Indonesia EFL
contexts.

Systematic reviews were chosen over other types of reviews such as: scoping review was
selected because it provides a comprehensive, transparent, and reproducible synthesis of
available research findings and allows for a more informed analysis of the evidence (Grant &
Booth, 2009). According to Hamat (2017) there were some objectives of this systematic review:
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

1. Present the current status of research on EFL Authentic Assessment for Indonesia
students from 2018 to 2023.
2. Investigate the factors of those studies in implementing the authentic assessment
in Indonesian EFL setting.
The review of is based on the following research questions:
1. What are the types of authentic assessment practiced in the Indonesia EFL context
of education?
2. What are the factors that influence the implementation of authentic assessment in
the Indonesian EFL setting?
Against this backdrop, this systematic review endeavors to provide a comprehensive
synthesis of existing research on authentic assessment in the context of EFL education in
Indonesia. The focus is on understanding the effectiveness of authentic assessment methods in
capturing the multifaceted dimensions of language proficiency, including listening, speaking,
reading, and writing. Additionally, we aim to explore the factors on the implementation and
outcomes of authentic assessment in the Indonesian EFL setting.
By delving into the current state of research on EFL authentic assessment in Indonesia,
the researchers aim to provide valuable insights for educators, researchers, and policymakers.
This synthesis not only informs pedagogical strategies but also contributes to the ongoing
dialogue on the development of culturally responsive and effective evaluation methods for
English language learners in Indonesia.
Through an in-depth analysis of the existing body of literature, we aspire to offer a
foundation for future research endeavors, fostering a deeper understanding of EFL assessment
practices in diverse linguistic and cultural contexts and ultimately enhancing the quality of
English language education for Indonesian EFL students.

METHOD
A systematic literature review (SLR) involves identifying, selecting, and critically appraising
research findings to answer a clearly stated question (Dewey, 2016). A systematic review should
follow a well-defined protocol or plan with clearly defined criteria before conducting the review.
In this study, an applied method of systematic review was used to analyze the results. 17 articles
were analyzed in different categories through a systematic review (Altinpulluk, 2021) and
literature was identified according to clarity, accuracy and descriptive steps. This current study’s
purpose is to give comprehensive summary of existing research on the EFL authentic assessment
in Indonesia EFL students context. The steps for conducting the current research are as follows
(Nawi & Nor, 2023):
1. Develop a specific research question or topic 2.
2. Develop a comprehensive search strategy to find relevant studies 3.
3. Assess the quality of the studies included in the review 4.
4. Include the review Extract data from research
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

A. Search Strategy
The purpose of this step is to identify the most relevant databases for this systematic review.
Google Scholar and application of “Harzing’s Publish or Perish are used to search for journals
articles and systematic literature review related to this study by using the keyword “Authentic
assessment in Indonesia EFL context”, “EFL Authentic Assessment”, and “A Systematic Review
of EFL Authentic Assessment”.
B. Inclusion/Exclusion Criteria
The criteria used in this research are inclusion and exclusion which is aimed to resolve which
studies should be included and excluded. Inclusion and exclusion criteria set the boundaries of
the systematic review. These are typically determined after defining the research question before
performing the search.
Inclusion criteria are the elements of an article that must be included in the study. In the prior
setting, it was applied to limit the articles to be reviewed by exploring the keyword “Indonesia”
and “EFL Authentic Assessment”. On the other hand, exclusion criteria are the elements of an
article that disqualify the study from inclusion in a literature review. In this review, studies that
are not published in English or other languages would be excluded from the criteria.
Additionally, this study would also exclude the articles which were more than 5 years published.
Last, the population which were not related to students would be eliminated.
After conducting an initial search strategy, studies for inclusion in the keyword map were
identified using the following inclusion and exclusion criteria:
Inclusion Criteria Exclusion Criteria
 Studies conducted in Indonesia  Studies were not conducted in
 Studies related to EFL Authentic Indonesia
Assessment practiced in  Studies not related to EFL
Indonesia context Authentic Assessment practiced
 Studies written in English in Indonesia context
 Studies published from 2018 to  Studies published before 2018
2023  Studies that contain unrelated
keywords

C. Assessment of quality
In this section, after the search process is complete, the selected articles are reviewed thoroughly
with the aim of finding answers related to the research question. The articles that do not meet the
requirements will be eliminated from the selection. To assess the quality process requires the
selected articles to fulfill the requirement, such as: “Do the articles clearly report types and
factors that influence the implementation of EFL Authentic Assessment practiced in Indonesia
EFL students?” The answer will be “Yes/No/Partially”.
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

This systematic literature review is conducted in compliance with the "Preferred Reporting Items
for Systematic Reviews and Meta-Analyses” (PRISMA). It is an evidence-based minimum set
of items for reporting in systematic reviews and meta-analyses (PRISMA, 2020). Also, it
primarily focuses on the reporting of reviews evaluating the effects of interventions, but can also
be used as a basis for reporting systematic reviews with objectives other than evaluating
interventions (e.g. evaluating etiology, prevalence, diagnosis or prognosis). Thus, it is used to
proceed the comprehensive process of searching, filtering, and assessing.
From PRISMA, the search strategy generated 200 relatable studies which were reduced to 49
after some criteria were excluded due to unrelated to target population. Then, 19 articles were
removed due to unrelated to Implementation, Factors/Challenges and Perception of Authentic
Assessment, resulting 30 articles. Those full articles were assessed against the inclusion and
exclusion criteria resulting 16 articles included in the systematic review studies. As the
explanation mentioned about, the flowchart provided in Figure 1 below depicts the visualization
of PRISMA.

Search Engine:
Google Scholar - 200 Inclusion criteria
Keywords: "Authentic assessment in
 2018 – 2023
Indonesia EFL context"; "EFL Authentic
 Articles in
Assessment"; "A Systematic Review of English
EFL Authentic Assessment"
Abstract retrieved (n = 49)
Exclusion criteria
 Articles unrelated to
Authentic Assessment
and target population
 Exclude keywords:
Full articles (n = 30) Task-based, ICT, and
special education
Exclusion criteria
 Articles unrelated to
Implementation,
Factors/Challenges and
Perception of
Authentic Assessment
and target population

Quality assessment
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

Articles reviewed (n = 16)

Figure 1: The PRISMA Flowchart of Articles Selection, Filtering, and Quality Assessing
Process
The characteristics of the 16 reviewed articles are shown in Figure 1. Figure 1 shows the
different aspects of authentic assessment considered in her EFL context of Indonesia education.
Teacher perceptions, challenges, impact, implementation, and types were investigated. Those
will be shown in Table 1.

N AUTHOR/ JOURNAL PURPOSE METHO FINDINGS

O YEAR D
1 Nurul Inayah The Practice of Describing Qualitativ Several types of
Endang Authentic Assessment in the e activities to
Komariah an EFL Speaking application of assess
Abdin Nasir Classroom authentic students’
(2019) assessment speaking skills:
in a speaking (1) attitude
classroom assessment
which relates (teacher
to the types observation), (2)
of the knowledge
assessment assessment
and (teacher
the scoring interview/short
rubric. answer
question), and
(3)
skill assessment
(narrating
sequences)
It indicates
that authentic
assessment is a
feasible way to
assess students’
speaking
skill and it
should be
employed in
assessing other
skills as well for
learning
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

languages.
2 Erwin Rahayu A Case of Authentic Draws Thematic The challenges
Saputra*, Fuad Assessment in insights of analysis cover (1) student
Abdul Hamied, Indonesian the model related issue, (2)
Didi Suherdi Secondary EFL challenges of time and effort
(2019) Classroom Context: implementin consuming, (3)
Teachers’ struggle g authentic validity issue,
assessment (4) reliability
encountered issue, (5)
by resource
six English administration,
teachers of (6) evidence
secondary transformation,
school in and (7)
West Java, subjectivity were
Indonesia encountered due
to some
carelessness
of the teachers.
3 Shalehuddin Al English Teachers’ Find out Qualitativ  Both
Ayubi, Dian Perception on the Use of English e teachers
Erlina, and Deta Authentic Assessment teacher’s knew about
Desvitasari in EFL Classroom perception on types of
(2021) the use of authentic
authentic assessment
assessment such as
and its performance
difficulties in assessment,
EFL portfolio,
classroom project and
also have
implemented
it because
they felt
these types
were easy to
use.
 Teachers felt
time
constraints is
the main
problem of
authentic
assessment.
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

However, it
really
measured the
students and
was actually
implemented
by teachers
and students.
4 Annisa Faizah, The Implementation of Explain the Qualitativ  The teacher
Djoko Sutopo Teachers’ Pedagogical teacher’s e applied the
(2021) and Professional pedagogical project as an
Competence in competence authentic
Authentic Assessment and assessment
professional  However,
competence the teacher
on EFL, was lack of
authentic corrective
assessment feedback and
on EFL, reflection
describe the stages
application of  The teacher
authentic had excellent
assessment, knowledge,
and but the
investigate teacher could
the effect of not realize
teachers'
the
pedagogical
and assessment
professional in printed
competencies form.
on authentic
assessment
practice.
5 Luh Gede Eka Authentic Assessment Describing Descripti  The teacher
Wahyuni, Ni Practice teachers’ ve often used
Luh Putu Eka Teachers’ Perceived perceived research the same
Sulistia Dewi1, Knowledge knowledge of assessment
A.A. Gede authentic rubric for all
Yudha assessment learning
Paramartha implementati materials,
(2021) on and both
English speaking and
language writing
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

learning skills.
skills.  Asking
students to
do self-
assessment
and peer-
assessment
makes the
learning
environment
supportive
where
students are
allowed to
build closer
relationships
and get to
know each
other
through self-
assessment
and peer-
assessment
 Most
teachers
were also
found to
have
difficulty in
involving
students in
the
assessment
process.
They have
less
knowledge
in
accustoming
students to
do self-
assessment.
Regarding to
this, related
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

workshop or
seminar
needs to be
held to
facilitate the
teachers

6 Mona Safrida English Teachers’ Portray: Descripti Students’ ability,

Yanti (2020) Perception on Using 1. How do ve less of students’
Authentic the English research motivation, less
Assessment Based on teachers of students’
2013 Curriculum in the conduct discipline, less
Secondary authentic of learning
School Level assessment intensity are
based on found to
2013 be barriers.
curriculum? Then, English
2. What are teachers’
the knowledge and
barriers and limited time also
how do the contributed to
English this issue. Apart
teachers from this,
solve the teachers
barriers in have the
implementin different way to
g authentic solve the
assessment existing barriers
based on in the
2013 implementation
curriculum? of authentic
assessment in
the classroom
practices. The
result of this
study is
expected to shift
and strengthen
teachers’
cognition into a
positive
cognition
concerning
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

authentic
assessment.
7 Rini AUTHENTIC This study is Qualitativ The results
Maulidhawati , ASSESSMENTS IN trying to e design showed that the
Entika Fani ENGLISH LANGUAGE investigate: authentic
Prastikawati, TEACHING: A (1) assessment
Theresia Cicik CASE IN SMP NEGERI authentic applied in
Sophia 6 SEMARANG assessments English teacher
Budiman (2021) applied in class of SMP N
English 6 Semarang,
teaching and especially in
learning, (2) eighth grade is
the types of in the level
authentic good. The
assessment teachers had
used, (3) the applied authentic
teachers’ assessments in
difficulties in the teaching and
applying learning
authentic process. The
assessment, types of the
(4) authentic
washback assessments
effect of the were oral
use of interview (in
authentic speaking test),
assessment story or text
retelling (in
speaking),
writing sample
(in writing test),
and experiment
or
demonstration.
Furthermore,
relating to the
washback of
authentic
assessment, it
has been
confirmed by the
teachers that its
implementation
can improve the
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

student’s
English
learning
achievement. On
the other hand,
teachers also
faced some
difficulties in
applying
authentic
assessment due
to their lack of
knowledge of
authentic
assessment
8 Ni Komang Ari The Implementation of This Descripti The results
Rahayu*, A.A. Authentic Assessment in descriptive ve design showed that the
Gede Yudha English study aims to English teacher
Paramartha2, Ni Instruction analyze the had
Luh Putu Eka application of perceived
Sulistia authentic sufficient
Dewi (2021) assessment in knowledge of
learning the
English in implementation
junior of the authentic
high schools. assessment. The
This study percentage of
analyzes the knowledge
perceptions perceived by the
of English teacher is 64%.
teachers The teacher has
'knowledge implemented
of the four types of
implementati authentic
on of assessment,
authentic namely,
assessment, observation,
the performance
implementati appraisal, peer
on of and self-
authentic assessment, and
assessments, projects.
and the Differences were
differences in found in the
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

perceptions application of
of English performance
teachers' appraisals, self-
knowledge assessments and
and the portfolios.
practice of This finding
authentic implies that
assessment. teachers have
not optimally
implemented
authentic
assessment.
9 Setyani The Implementation of This study Qualitativ The findings of
Rohmatul Authentic Assessment to aimed to e research the study
Muthohharoh*, Assess Students’ investigate revealed that in
Dwi Anggani Higher Order Thinking the implementing
Linggar Bharati, Skills in Writing at implementati authentic
Fahrur Rozi MAN 2 Tulungagung on of assessment to
(2020) authentic assess students’
assessment to Higher Order
assess Thinking Skills,
students’ these two
Higher Order English teachers
Thinking did not share
Skills in scoring rubrics
writing at and implement
MAN 2 self-assessment
Tulungagung for the students
. because of time
limitation.

10 Syifa Fauziah Teachers’ and Students’ This study Survey The results
Irsyad* and M. Needs for Authentic aimed to research showed that (1)
Zaim (2022) Assessment for Speaking analyze the online
Skills in Online Learning needs of learning
students and activities are
teachers in needed by
conducting teachers and
an students in
authentic assessing
assessment of speaking skills,
speaking namely
skills in providing video
online samples or
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

learning. demonstrations,
online
interviews,
speaking skills
by making
videos, and
providing clear
feedback. (2)
There were four
important
components for
students and
teachers to
assess speaking
skills, namely
comprehension,
fluency,
vocabulary,
and grammar.
(3) The
characteristics of
authentic
assessment
needed by
teachers and
students in
online learning
were
simple and
contextual,
communicative,
clear rubric
scores, and
carried out
continuously.
11 Gustari Prima JHS English Teachers’ This research Survey Performance
Diharmis,* and Students’ was approach skills such as
Hamzah (2021) Perceptions on conducted in design conducting a
the Implementation of order to 1) speech,
Authentic Assessment find the interviews,
in Pekanbaru English retelling, role
teachers’ play and etc
perceptions
on the
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

implementati
on of
the authentic
assessment,
2) find
students’
perceptions
on their
teachers’
implementati
on of the
authentic
assessment,
and 3) see if
there is a
significant
difference
between
teachers’ and
students’
perceptions
on the
implementati
on of the
authentic
assessment
12 M. Madani AUTHENTIC The aims of Descripti The results of
(2019) ASSESSMENT OF this study ve this study
SPEAKING SKILLS IN were: (1) to qualitativ showed that:
EFL CLASS describe the e method first, the
(A Descriptive dominant English teacher
Qualitative Analysis on kind of only used
English Teacher‟s authentic performance in
Assessment Process at assessment assessing
the used by the speaking in the
Second Grade Students teachers in classroom.
of Senior High School speaking Second, the
Pancasila Bengkulu) EFL class; authentic
(2) to know assessment was
about the only conducted
implementati in pre-
on of assessment and
authentic formative
Assessment assessment; but
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

of Speaking in summative
Skills in EFL assessment, the
Class; and teacher used
(3) written
to know the test. The
teacher’s implementation
perception of authentic
about assessment in
applying the classroom
authentic were the teacher
assessment in asked students to
EFL construct
class responses or
perform tasks
that need more
than recall
of information
and concepts.
The English
teacher asked
students to solve
problem
in a certain case
(problem
solving). The
teacher required
students to
compile a
response or
perform a task
that requires
more
information and
conceptual
withdrawal to
encourage them
to be active in
the classroom
because they
must be
able to bring
back information
for solving
problems based
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

on teaching and
learning
materials that
has been
received
previously.
Third, the
teacher’s
perception about
authentic
assessment: in
one side
authentic
assessment was
very
good at
improving
students'
speaking
abilities because
the students
showed their
real outcome of
speaking.
Students are able
to convey ideas
directly without
fear.
Students not
only understand
the theory but
also understand
more at the
practical
level in real life.
On the other
side, authentic
assessment
required a lot of
time in
the process of
assessing
students.
13 Ni Made Anggi Authentic Assessment The intention Descripti Based on the
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

A. Putri, Riyadi Implementation on of this ve case finding above,

Santosa, Dewi Curriculum 2013: Types study is to study several types of
Rochsantiningsi and Its analyze: approach authentic
h (2021) Washback firstly, the assessment used
implementati by teachers
on of are noted in this
authentic study e.g.
assessment performance
includes test, role play,
types of retelling story,
authentic discussion and
assessment as presentation,
well as the project and
way how exhibition,
teachers writing sample
implement and speech are
authentic found
assessment in
their
English
classroom,
and secondly,
the washback
affects occurs
in teaching-
learning
process.
14 M. Zaim*, The Implementation of The purposes Descripti  The types of
Refnaldi, Yetty Authentic Assessment of this ve assessments
Zainil, and for research are research used by high
Syifa Fauziah Assessing Students’ to evaluate school
Irsyad (2022) Reading Skills at Senior the authentic English
High assessment teachers
School implementati were
on for performance
assessing assessments,
reading skills project
at senior high assessments,
school in portfolio
terms of the assessments,
types of and written
authentic assessments
assessment  There were
used by six types of
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

English text used to

teachers to assess
assess students'
reading reading
skills, the skills. They
type of texts are narrative
used to text,
assess descriptive
reading text,
skills, and the
recount text,
reading
announceme
competencies
tested in nt text,
assessing transactional
students' interaction
reading skills text, and
interpersonal
interaction
text
15 Ni Wayan Astri The Implementation of This research Descripti  The English
Monika Putri, English Teachers’ aimed at ve teachers used
Luh Putu Artini, Authentic investigating qualitativ five types of
Ni Luh Putu Assessment in Junior the English e research authentic
Eka Sulistia High School During teachers’ assessment
Dewi, Online Learning authentic namely
A.A. Gede assessment teacher’s
Yudha implementati observation,
Paramartha, on during performance,
Luh Gede Eka online portfolio,
Wahyuni (2021) learning. project, and
peer-
assessment.
 Besides, in
the learning
instruction,
the English
teachers did
not
implement
all of the
types of
authentic
assessment
in all
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

learning
material. The
English
teachers did
not
implement
all the types
of authentic
assessment
as their
lesson plans
considering
some
problems
faced by the
English
teachers.
 Limited time
allotment,
many
students in
one class,
and also,
students’
learning
materials
become the
teachers’
problems.
 Thus, the
implementati
on of
authentic
assessment
needs to be
reviewed in
order to help
the English
teachers in
implementin
g the
authentic
assessment.
 Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

16 Dwi Ciptaputri, Based on the Qualitativ The results of

Indisa and -, problem e the study show:
Mauly Halwat Teacher's statement (1) Both of
Hikmat, Ph.D above, the teachers have
(2019) Perception researcher same perception
And The formulates
several
on authentic
assessment
Implementati objectives of relating to
study that characters of
on Of presented as authentic
Authentic following:
1. to describe
assessment by
Brown and
Assessment teachers’ Hudson. There
perception of are some
In English authentic different
Language assessment in
English
perceptions of
the
Teaching Language
Teaching
characteristics of
authentic
(ELT) At SMP (ELT) at assessment
SMP Negeri related to
Negeri 5 5 Ungaran in focusing on
Ungaran In 2018/ 2019
Academic
process as well
as products and
2018/2019 Year, reflecting
2. to describe multiculturally
Academic the sensitive when
Year implementati
on of
properly
administered.
authentic (2)There are
assessment in some points on
English the
Language implementation
Teaching of authentic
(ELT) at assessment
SMP Negeri implemented by
5 Ungaran in teachers of SMP
2018/2019 Negeri 5
Academic Ungaran,
Year, namely;
3. to describe document of
the disparity authentic
between assessment
teachers’ (lesson plan,
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

perception form of
and its cognitive
enactment of assessment,
authentic afective
assessment in assessment and
English skill
Language assessment),
Teaching type of authentic
(ELT) at assessment
SMP Negeri (portfolio,
5 Ungaran in performance
2018/2019 assessment,
Academic, class
and observation,
4. to describe peer assessment,
the problems self-assessment,
faced by project
teachers in assessment, skill
applying assessment, and
authentic writing
assessment in assessment), and
English report or
Language evaluation the
Teaching result of
(ELT) at authentic
SMP Negeri assessment.
5 Ungaran in (3) There is
2018/2019 disparity
Academic between
teachers’
perception and
its enactment of
authentic
assessment in
English
Language
Teaching (ELT)
at SMP Negeri 5
Ungaran in
2018/2019
Academic year,
namely the
characteristics of
focusing on
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

process as well
as products and
reflecting
multiculturally
sensitive when
properly
administered.
(4) There are
some problems
faced by
teachers in
applying
authentic
assessment in
English
Language
Teaching (ELT)
at SMP Negeri 5
Ungaran in
2018/2019
Academic year,
namely
complicated
assessment
instrument, lack
of language
facilities, lack of
students’
language ability,
limited time, and
inability in
classroom
management.
Table 1: Summary of 16 Journal Articles

RESULT AND DISCUSSION

Types of Authentic Assessment Practiced In the Indonesia

EFL Context of Education
In response to RQ1, in the classroom, educators employ a range of authentic assessments. They
have the flexibility to select assessments tailored to specific objectives or adapt their approaches
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

to align with the needs of their students or lesson requirements, as suggested by O’Malley and
Pierce (1996).The reviewed studies, as illustrated in Table 2 and Table 3, outline the various
authentic assessment methods utilized. These assessments are categorized into two groups based
on the skills under evaluation—namely, speaking and writing skills.
1.1. Authentic assessment of Speaking Skill
Of all 16 articles, most of the articles found that role play (n=2), oral interview or
Question and Answer (n=4), picture story (n=1), project (n=3), story or text retelling (n=3),
attitude assessment or observation (n=4), peer-assessment (n=4), self-assessment (n=3), rubric
(n=1), demonstration (n=5), speech (n=2), discussion (n=1) and performance (n=3) are used to
assess speaking ability. As shown in Figure 2, demonstration is the commonly used type of
authentic assessment to assess speaking ability.

Authentic Assessment of Speaking Skill

role play oral interview or Question and Answer

picture story project
story or text retelling attitude assessment or observation
peer-assessment self-assessment
rubric demonstration
speech discussion
performance

Figure 2 Authentic Assessment of Speaking Skill

The distribution of authentic assessment types used to assess speaking can be shown in
Table 2. Most of the types of the authentic assessment found in Ni Komang Ari Rahayu, et al.
(2021) and Nyi Wayan, et al. (2021) (n=5). There are five studies do not mention the types of
authentic assessment; however, those five studies reveal the challenges in implementing
authentic assessment.
Assessment f Articles (Author)
Role play 2 Gustari Prima Diharmis,* Hamzah
(2021)
Ni Made Anggi A. Putri, Riyadi
Santosa, Dewi Rochsantiningsih
(2021)
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

Picture story 1 Nurul Inayah

Endang Komariah
Abdin Nasir (2019)
Story or text retelling 3 Rini Maulidhawati ,Entika Fani
Prastikawati, Theresia Cicik Sophia
Budiman (2021)
Gustari Prima Diharmis,* Hamzah
(2021)
Ni Made Anggi A. Putri, Riyadi
Santosa, Dewi Rochsantiningsih
(2021)
Peer-assessment 4 Luh Gede Eka Wahyuni, Ni Luh
Putu Eka Sulistia Dewi1, A.A. Gede
Yudha Paramartha (2021)
Ni Komang Ari Rahayu*, A.A. Gede
Yudha Paramartha2, Ni Luh Putu
Eka Sulistia Dewi (2021)
Ni Wayan Astri Monika Putri, Luh
Putu Artini, Ni Luh Putu Eka Sulistia
Dewi, A.A. Gede Yudha Paramartha,
Luh Gede Eka Wahyuni (2021)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
Rubric 1 Luh Gede Eka Wahyuni, Ni Luh
Putu Eka Sulistia Dewi1, A.A. Gede
Yudha
Paramartha (2021)
Speech 2 Gustari Prima Diharmis,* Hamzah
(2021)
Ni Made Anggi A. Putri, Riyadi
Santosa, Dewi Rochsantiningsih
(2021)
Performance 3 M. Zaim*, Refnaldi, Yetty Zainil,
and Syifa Fauziah Irsyad (2022)
Ni Wayan Astri Monika Putri, Luh
Putu Artini, Ni Luh Putu Eka Sulistia
Dewi, A.A. Gede Yudha Paramartha,
Luh Gede Eka Wahyuni (2021)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
Oral interview or Question and 4 Nurul Inayah, Endang Komariah
Answer Abdin Nasir (2019)
Rini Maulidhawati, Entika Fani
Prastikawati, Theresia Cicik Sophia
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

Budiman (2021)
Setyani Rohmatul Muthohharoh*,
Dwi Anggani Linggar Bharati,
Fahrur Rozi (2020)
Gustari Prima Diharmis,* Hamzah
(2021)
Project 3 Ni Komang Ari Rahayu*, A.A. Gede
Yudha Paramartha2, Ni Luh Putu
Eka Sulistia
Dewi (2021)
M. Zaim*, Refnaldi, Yetty Zainil,
and Syifa Fauziah Irsyad (2022)
Ni Wayan Astri Monika Putri, Luh
Putu Artini, Ni Luh Putu Eka Sulistia
Dewi,
A.A. Gede Yudha Paramartha, Luh
Gede Eka Wahyuni (2021)
Attitude assessment / observation 4 Nurul Inayah
Endang Komariah
Abdin Nasir (2019)
Ni Komang Ari Rahayu*, A.A. Gede
Yudha Paramartha2, Ni Luh Putu
Eka Sulistia
Dewi (2021)
Ni Wayan Astri Monika Putri, Luh
Putu Artini, Ni Luh Putu Eka Sulistia
Dewi,
A.A. Gede Yudha Paramartha, Luh
Gede Eka Wahyuni (2021)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
Self-assessment 3 Luh Gede Eka Wahyuni, Ni Luh
Putu Eka Sulistia Dewi1, A.A. Gede
Yudha
Paramartha (2021)
Ni Komang Ari Rahayu*, A.A. Gede
Yudha Paramartha2, Ni Luh Putu
Eka Sulistia
Dewi (2021)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
Demonstration 5 Rini Maulidhawati ,Entika Fani
Prastikawati, Theresia Cicik Sophia
Budiman (2021)
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

Ni Komang Ari Rahayu*, A.A. Gede

Yudha Paramartha2, Ni Luh Putu
Eka Sulistia
Dewi (2021)
Setyani Rohmatul Muthohharoh*,
Dwi Anggani Linggar Bharati,
Fahrur Rozi (2020)
M. Madani (2019)
Ni Made Anggi A. Putri, Riyadi
Santosa, Dewi Rochsantiningsih
(2021)
Discussion 1 Ni Made Anggi A. Putri, Riyadi
Santosa, Dewi Rochsantiningsih
(2021)
Table 2 Types of Authentic Assessment to Assess Speaking Skill
1.2. Authentic assessment of Writing Skill
There are six types of authentic assessment to assess writing skill. They are writing samples
(n=5), portfolio (n=3), project (n=6), peer-assessment (n=4), self-assessment (n=3), and
rubric (n=1). Table 3 demonstrates the various forms of genuine assessments employed for
evaluating writing proficiency.
Assessment f Articles (Author)
Writing samples 5 Shalehuddin Al Ayubi, Dian Erlina,
and Deta Desvitasari (2021)
Rini Maulidhawati ,Entika Fani
Prastikawati, Theresia Cicik Sophia
Budiman (2021)
Ni Made Anggi A. Putri, Riyadi
Santosa, Dewi Rochsantiningsih
(2021)
M. Zaim*, Refnaldi, Yetty Zainil,
and Syifa Fauziah Irsyad (2022)
Ni Wayan Astri Monika Putri, Luh
Putu Artini, Ni Luh Putu Eka
Sulistia Dewi,
A.A. Gede Yudha Paramartha, Luh
Gede Eka Wahyuni (2021)
Portfolio 3 Shalehuddin Al Ayubi, Dian Erlina,
and Deta Desvitasari (2021)
M. Zaim*, Refnaldi, Yetty Zainil,
and Syifa Fauziah Irsyad (2022)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
Project 6 Shalehuddin Al Ayubi, Dian Erlina,
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

and Deta Desvitasari (2021)

Annisa Faizah, Djoko Sutopo
(2021)
Ni Komang Ari Rahayu*, A.A.
Gede Yudha Paramartha2, Ni Luh
Putu Eka Sulistia
Dewi (2021)Ni Made Anggi A.
Putri, Riyadi Santosa, Dewi
Rochsantiningsih (2021)
M. Zaim*, Refnaldi, Yetty Zainil,
and Syifa Fauziah Irsyad (2022)
Ni Wayan Astri Monika Putri, Luh
Putu Artini, Ni Luh Putu Eka
Sulistia Dewi,
A.A. Gede Yudha Paramartha, Luh
Gede Eka Wahyuni (2021)
Peer-assessment 4 Luh Gede Eka Wahyuni, Ni Luh
Putu Eka Sulistia Dewi1, A.A.
Gede Yudha
Paramartha (2021)
Ni Komang Ari Rahayu*, A.A.
Gede Yudha Paramartha2, Ni Luh
Putu Eka Sulistia
Dewi (2021)
Ni Wayan Astri Monika Putri, Luh
Putu Artini, Ni Luh Putu Eka
Sulistia Dewi,
A.A. Gede Yudha Paramartha, Luh
Gede Eka Wahyuni (2021)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
Self-assessment 3 Luh Gede Eka Wahyuni, Ni Luh
Putu Eka Sulistia Dewi1, A.A.
Gede Yudha
Paramartha (2021)
Ni Komang Ari Rahayu*, A.A.
Gede Yudha Paramartha2, Ni Luh
Putu Eka Sulistia
Dewi (2021)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
Rubric 1 Luh Gede Eka Wahyuni, Ni Luh
Putu Eka Sulistia Dewi1, A.A.
Gede Yudha
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

Paramartha (2021)
Table 3 Types of Authentic Assessment to Assess Writing Skill
Distribution of the study by years
The distribution of the studies referring to the authentic assessment to assess speaking ability is
shown in Table 2. In the table, it displayed the 16 articles published which peaked in 2021 by 8
articles. In year 2019, the study attaching authentic assessment in the titles reached 4 articles in
number. However, the year 2020 and 2022 indicate an equally significant decline in publication
(n=2).

Number of Authentic Assessment Articles

9

0
2019 2020 2021 2022

Number of Authentic Assessment Articles

Table 2. The Number of Authentic Assessment Articles by Year

2. The factors that influence the implementation of authentic assessment in the Indonesian
EFL setting
The implementation of authentic assessment in Indonesian EFL education is influenced by
various factors, as outlined in Table 4. Through an examination of the studies listed in Table 4,
these factors that influence the implementation of authentic assessment are revealed below:
The Factors f Articles (Author)
Required a lot of time in the process 7 Erwin Rahayu Saputra*, Fuad Abdul
of assessing students Hamied, Didi Suherdi (2019)
Shalehuddin Al Ayubi, Dian Erlina, and
Deta Desvitasari (2021)
Mona Safrida Yanti (2020)
Setyani Rohmatul Muthohharoh*, Dwi
Anggani Linggar Bharati, Fahrur Rozi
(2020)
M. Madani (2019)
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education
Lack of knowledge (Pedagogical
Competence)
Students’ ability (language ability)
Resource administration /
Complicated assessment instrument
Students learning materials
Validity issue
Reliability issue
Evidence transformation
Subjectivity
Less of students’ motivation,
discipline, learning intensity
Many students in one class
Ni Wayan Astri Monika Putri, Luh Putu
Artini, Ni Luh Putu Eka Sulistia Dewi,
A.A. Gede Yudha Paramartha, Luh
Gede Eka Wahyuni (2021)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
5 Annisa Faizah, Djoko Sutopo (2021)
Luh Gede Eka Wahyuni, Ni Luh Putu
Eka Sulistia Dewi1, A.A. Gede Yudha
Paramartha (2021)
Mona Safrida Yanti (2020)
Rini Maulidhawati ,Entika Fani
Prastikawati, Theresia Cicik Sophia
Budiman (2021)
Ni Komang Ari Rahayu*, A.A. Gede
Yudha Paramartha2, Ni Luh Putu Eka
Sulistia
Dewi (2021)
3 Erwin Rahayu Saputra*, Fuad Abdul
Hamied, Didi Suherdi (2019)
Mona Safrida Yanti (2020)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
2 Erwin Rahayu Saputra*, Fuad Abdul
Hamied, Didi Suherdi (2019)
Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
1 Ni Wayan Astri Monika Putri, Luh Putu
Artini, Ni Luh Putu Eka Sulistia Dewi,
A.A. Gede Yudha Paramartha, Luh
Gede Eka Wahyuni (2021)
1 Erwin Rahayu Saputra*, Fuad Abdul
Hamied, Didi Suherdi (2019)
1 Erwin Rahayu Saputra*, Fuad Abdul
Hamied, Didi Suherdi (2019)
1 Erwin Rahayu Saputra*, Fuad Abdul
Hamied, Didi Suherdi (2019)
1 Erwin Rahayu Saputra*, Fuad Abdul
Hamied, Didi Suherdi (2019)
1 Mona Safrida Yanti (2020)
1 Ni Wayan Astri Monika Putri, Luh Putu
Artini, Ni Luh Putu Eka Sulistia Dewi,
A.A. Gede Yudha Paramartha, Luh
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

Gede Eka Wahyuni (2021)

Inability in classroom management 1 Dwi Ciptaputri, Indisa and -, Mauly
Halwat Hikmat, Ph.D (2019)
Table 4 The Factors Implementing Authentic Assessment
This systematic literature review sought to investigate current research on authentic
assessment within the Indonesian EFL context, addressing two primary research questions. The
results offer valuable insights into the trends in authentic assessment research, the varieties of
authentic assessment methods utilized, and the factors affecting their implementation in
Indonesian EFL education.
In this study, 16 articles recaptured from Google Scholar were analyzed. The analysis
showed that there was a significant increase in the number of articles on the implementation of
authentic assessment in terms of Indonesian EFL context since 2018.
In 2021, there were 8 articles published by attaching the title authentic assessment to note the
rising number of the study. However, a year ahead, there were a slightly decrease in publication
by 2 articles in number. The increasing research focus on authentic assessment might signify its
rising significance in modern educational methods, especially within the realm of EFL language
acquisition.
The diverse authentic assessment types highlighted in the review, especially those
focused on speaking and writing skills, emphasize the significance of evaluating language
proficiency in a more practical and meaningful way. These assessments not only offer valuable
understanding of students' language capabilities but also enhance their involvement and
enthusiasm in the learning journey. Future research could delve into the application of authentic
assessments for additional language skills like reading and listening, while also examining the
factors that impact teachers' selection of assessment methods.
The factors influencing the implementation of authentic assessment can be categorized,
such as required a lot of time in the process of assessing students, lack of knowledge
(Pedagogical Competence), students’ ability (language ability), resource administration /
complicated assessment instrument, students learning materials, validity issue, reliability issue,
evidence transformation, subjectivity, less of students’ motivation, discipline, learning intensity,
many students in one class, and inability in classroom management. Enhancing the effectiveness
of authentic assessment and, consequently, improving language learning outcomes for students
can be achieved by addressing these factors through teacher training extensively, motivating
students, providing suitable resources, and creating conducive environments. Educational
stakeholders must take these factors into account when introducing and supporting authentic
assessment practices in EFL classrooms.
The outcomes of this comprehensive literature review add to the comprehension of
authentic assessment in the Indonesian EFL setting, providing valuable insights and
recommendations for educators, researchers, and policymakers. Through the synthesis and
critical examination of current research, this review establishes a basis for forthcoming studies
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

and applications in the domain of authentic assessment in Indonesian EFL education. We aspire
that the insights derived from this review will guide educational stakeholders in effectively
implementing and supporting authentic assessment practices that promote meaningful language
learning and development among students.

CONCLUSION

As it explained in the findings, the implementation of authentic assessment practices are found
with three main conclusion as follows:
1. It can be concluded that all 16 articles of EFL authentic assessment practice
authentic assessment. These studies are varied from 2018 to 2023, with which 8
articles are peaked in 2021.
2. As the answer for the first sub-research questions, it is found that in implementing
authentic assessment, it can be concluded that types of authentic assessment
implement in the studies are; speaking: role play, discussion, performance, oral
interview or question & answer, picture story, project, story or text retelling,
attitude assessment or observation, peer-assessment, self-assessment, rubric,
demonstration, and speech. In writing, there are types of assessment, such as
writing samples, portfolio, project, peer-assessment, self-assessment, and rubric.
It means that the activities that teachers use represent classroom and real-life
settings so that enables students to use their cognitive processes besides showing
them what they have learnt and what they do Eby (1998) cited on Kinay &
Bagceci (2016, p. 2).
3. Regarding to the second sub-research questions, it is highlighted that required a
lot of time in the process of assessing students, lack of knowledge (Pedagogical
Competence), students’ ability (language ability), resource administration /
complicated assessment instrument, students learning materials, validity issue,
reliability issue, evidence transformation, subjectivity, less of students’
motivation, discipline, learning intensity, many students in one class, and inability
in classroom management are the main factors implementing the authentic
assessment. This can be inferred that the government as the stakeholders and
teachers themselves need to reflect to this current challenges by providing
effective actions to minimize the conditions happen in the future.

Recommendations
Based on the outcomes of this research, recommendations are proposed for teachers,
policymakers, and future studies related to this topic.
Yohanes Christian
A Systematic Review of Research on EFL Authentic Assessment for
Indonesia EFL Education

1. For Teachers: The integration of authentic assessment is encouraged to enhance the

teaching and learning process. Authentic assessment involves evaluating students
throughout the input, process, and output phases, as outlined in the literature. This study
serves as a valuable insight for teachers to enrich their understanding of such
assessments. Teachers are advised to adapt by not only assessing the results but also
considering the entire process. Furthermore, educators should be willing to employ
diverse techniques in authentic assessments.
2. For Policymakers: As indicated in this study, it is crucial for teachers to possess a better
understanding authentic assessment. According to Airasian (1991, p. 244), some teachers
may be hesitant to implement performance assessments due to a lack of understanding of
how to fairly evaluate student performance. Therefore, it is recommended that the
government provides training opportunities for those with minimal understanding of
assessment, particularly authentic assessment. Teachers should be trained to design and
develop their own assessment tools that are both extensive and intensive.
3. For Further Research: Future researchers interested in exploring authentic assessment
should note that this study did not provide real classroom situations as evidences.
Consequently, further research could replicate this study but delve deeper, perhaps in
specific school levels involving a larger number of articles to derive more comprehensive
conclusions. Additionally, observations could be conducted to yield more nuanced
results.

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A Systematic Review of Research on EFL Authentic Assessment for
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