The Implementation of Authentic Assessment in Speaking Tests for Secondary School Students

Authors

  • Leady Karisma Putri Lestari UIN MADURA
  • Fithriyah Rahmawati UIN Madura
  • Indah Amelia UIN Madura
  • Nita Aprilia Utami UIN Madura
  • Rini Handayani UIN Madura

DOI:

https://doi.org/10.31597/sl.v10i2.1231

Keywords:

Authentic Assessment, SpeakingTest, SecondarySchool, EnglishLanguageTeaching

Abstract

The use of authentic assessment in speaking tests has gained greater significance to close the gap between theory and practice in the classroom. Although its value in measuring actual language skills in everyday life is known, its effective implementation by teachers remains a problem and inconsistencies in measuring students' speaking skills are the result. This study aims to explore the implementation of authentic assessment in speaking tests in SMA Negeri 5 Pamekasan, namely the implementation processes employed by teachers and the impact towards the students' actual speaking abilities. Conducting a qualitative descriptive study, data were collected using interviews, observation, and documents to represent the naturalistic nature of the classroom and the teachers' assessment strategies. The study reveals that SMA Negeri 5 Pamekasan teachers have informal and formative tests that involve reading aloud, pronunciation, intonation, and confidence measures in classroom interactions. Question-answer and reading aloud are some of the strategies used to overcome the students' shyness to speak and judge more realistically their communications. The study concludes that authentic assessment, when properly understood and implemented, exactly measures students' speaking skill under actual circumstances and helps teachers know how to direct further improvement. This study provides implications and pedagogical suggestions for teachers to enhance authentic assessment practice in English speaking courses.

Author Biographies

Leady Karisma Putri Lestari, UIN MADURA

The use of authentic assessment in speaking tests has gained greater significance to close the gap between theory and practice in the classroom. Although its value in measuring actual language skills in everyday life is known, its effective implementation by teachers remains a problem and inconsistencies in measuring students' speaking skills are the result. This study aims to explore the implementation of authentic assessment in speaking tests in SMA Negeri 5 Pamekasan, namely the implementation processes employed by teachers and the impact towards the students' actual speaking abilities. Conducting a qualitative descriptive study, data were collected using interviews, observation, and documents to represent the naturalistic nature of the classroom and the teachers' assessment strategies. The study reveals that SMA Negeri 5 Pamekasan teachers have informal and formative tests that involve reading aloud, pronunciation, intonation, and confidence measures in classroom interactions. Question-answer and reading aloud are some of the strategies used to overcome the students' shyness to speak and judge more realistically their communications. The study concludes that authentic assessment, when properly understood and implemented, exactly measures students' speaking skill under actual circumstances and helps teachers know how to direct further improvement. This study provides implications and pedagogical suggestions for teachers to enhance authentic assessment practice in English speaking courses.

Fithriyah Rahmawati, UIN Madura

The use of authentic assessment in speaking tests has gained greater significance to close the gap between theory and practice in the classroom. Although its value in measuring actual language skills in everyday life is known, its effective implementation by teachers remains a problem and inconsistencies in measuring students' speaking skills are the result. This study aims to explore the implementation of authentic assessment in speaking tests in SMA Negeri 5 Pamekasan, namely the implementation processes employed by teachers and the impact towards the students' actual speaking abilities. Conducting a qualitative descriptive study, data were collected using interviews, observation, and documents to represent the naturalistic nature of the classroom and the teachers' assessment strategies. The study reveals that SMA Negeri 5 Pamekasan teachers have informal and formative tests that involve reading aloud, pronunciation, intonation, and confidence measures in classroom interactions. Question-answer and reading aloud are some of the strategies used to overcome the students' shyness to speak and judge more realistically their communications. The study concludes that authentic assessment, when properly understood and implemented, exactly measures students' speaking skill under actual circumstances and helps teachers know how to direct further improvement. This study provides implications and pedagogical suggestions for teachers to enhance authentic assessment practice in English speaking courses.

Nita Aprilia Utami, UIN Madura

The use of authentic assessment in speaking tests has gained greater significance to close the gap between theory and practice in the classroom. Although its value in measuring actual language skills in everyday life is known, its effective implementation by teachers remains a problem and inconsistencies in measuring students' speaking skills are the result. This study aims to explore the implementation of authentic assessment in speaking tests in SMA Negeri 5 Pamekasan, namely the implementation processes employed by teachers and the impact towards the students' actual speaking abilities. Conducting a qualitative descriptive study, data were collected using interviews, observation, and documents to represent the naturalistic nature of the classroom and the teachers' assessment strategies. The study reveals that SMA Negeri 5 Pamekasan teachers have informal and formative tests that involve reading aloud, pronunciation, intonation, and confidence measures in classroom interactions. Question-answer and reading aloud are some of the strategies used to overcome the students' shyness to speak and judge more realistically their communications. The study concludes that authentic assessment, when properly understood and implemented, exactly measures students' speaking skill under actual circumstances and helps teachers know how to direct further improvement. This study provides implications and pedagogical suggestions for teachers to enhance authentic assessment practice in English speaking courses.

Rini Handayani, UIN Madura

The use of authentic assessment in speaking tests has gained greater significance to close the gap between theory and practice in the classroom. Although its value in measuring actual language skills in everyday life is known, its effective implementation by teachers remains a problem and inconsistencies in measuring students' speaking skills are the result. This study aims to explore the implementation of authentic assessment in speaking tests in SMA Negeri 5 Pamekasan, namely the implementation processes employed by teachers and the impact towards the students' actual speaking abilities. Conducting a qualitative descriptive study, data were collected using interviews, observation, and documents to represent the naturalistic nature of the classroom and the teachers' assessment strategies. The study reveals that SMA Negeri 5 Pamekasan teachers have informal and formative tests that involve reading aloud, pronunciation, intonation, and confidence measures in classroom interactions. Question-answer and reading aloud are some of the strategies used to overcome the students' shyness to speak and judge more realistically their communications. The study concludes that authentic assessment, when properly understood and implemented, exactly measures students' speaking skill under actual circumstances and helps teachers know how to direct further improvement. This study provides implications and pedagogical suggestions for teachers to enhance authentic assessment practice in English speaking courses.

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Published

2025-08-29

How to Cite

Karisma Putri Lestari, L., Rahmawati, F., Amelia, I., Utami, N. A., & Handayani, R. (2025). The Implementation of Authentic Assessment in Speaking Tests for Secondary School Students. SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal, 10(2), 88–100. https://doi.org/10.31597/sl.v10i2.1231

Issue

Vol. 10 No. 2 (2025): SELL Journal

Section

Articles

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