ENGLISH FOREIGN LANGUAGE (EFL) EVALUATION SYSTEM BY THE TEACHER IN EXCELLENT CLASS AT MTsN ARYOJEDING

DAINATUS SURUR, 2813123009 (2017) ENGLISH FOREIGN LANGUAGE (EFL) EVALUATION SYSTEM BY THE TEACHER IN EXCELLENT CLASS AT MTsN ARYOJEDING. [ Skripsi ]

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Abstract

ABSTRACT Surur, Dainatus. Student Registered Number. 2813123009. 2016. English Foreign Language (EFL) Evaluation System by The Teacher in Excellent Class at MTsN Aryojeding. Sarjana Thesis. English Eduacation Department. Faculty of tarbiyah and teacher training. State Islamic institute (IAIN) of Tulungagung. Advisor: Dr. Arina Shofiya, M. Pd. Keywords: Evaluation System, EFL Teaching Education is defined as the process of gaining knowledge. Education cannot be separated from a learning process. Teaching and learning process are two major aspects to reach the successful of teaching and learning goals. Generally, in the process of teaching and learning there are three main instructional components. Those components are learning goal, learning process and evaluation. In the process of teaching and learning, especially in the language teaching, evaluation is mean to know the students’ language proficiency. The existence of evaluation is also important in the teaching learning process. Therefore, the evaluation system must appropriate with the aims of the English teaching and learning. Related this, the researcher wanted to find out the evaluation system that used by EFL teacher in excellent class at MTsN Aryojeding. The formulations of the research problems were: 1) What are the evaluation systems used by EFL teachers in excellent class? 2) How the evaluation systems are implemented by EFL teacher in excellent class? The purpose of the research was to: 1) To investigate the evaluation systems used by EFL teachers in excellent class. 2) To investigate the implementation of evaluation systems that used by EFL teacher in excellent class. Research method: 1) The research design was descriptive qualitative research, 2) The informants in this research were the selected teachers of MTsN Aryojeding, 3) Data in this research were the information obtained from interview conducted by the researcher to the selected teachers, from fieldnote, observation and documentation, 4) Data collection were using interview guide, fieldnote and making documentation, 5) The data analysis in this research was inductive. The result showed that all the selected teachers in excellent class at MTsN Aryojeding used formal (traditional) and informal (alternative) evaluation system. For the implementation of evaluation system, all the selected teachers is use principles in administering test for formal (traditional) evaluation. Then, in the formal evaluation, they evaluate the students’ skill in listening, speaking, reading and writing. In evaluating those skills almost all of them use the same techniques. In listening, they use in the form of short answer and partial dictation. Then, in speaking, they like asked to student to perform directly in front of class individually or group such as describing something and do short conversation or dialogue. For reading, the techniques are multiple choice and essay which need macro and micro skill in reading. While, in writing, they like to ask the students to write or rearrange a text by their own words, such as to the narrative text. Furthermore, dealing with informal (alternative) evaluation, almost all the selected teachers apply it by asking their students to exchange the homework or task with classmates and they discuss and give the students opportunity to determine the topic or decide the tasks that want to be done. Moreover, to evaluate the test of learning result, the teachers also arranged the test that administering in certain times. The tests are daily test, the middle of semester test (UTS) and the last of semester test (UAS). Test was administering by using CBT (Computer-Based Testing) and PBT (Paper-Based Testing).

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