CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

In this chapter, the researcher is going to depict the outline

of this chapter, the first is research findings and discussion will
present then. This is the following findings of this research
entitled Teachers Beliefs and Practices on Assessment of
English Teaching: A case study at SMA N 2 Salatiga.
A. Research Findings
In the research findings, the researcher would like to divide
the discussion into two sections. The first section will describe
and

discuss

the

(1)

what

are

teachers

beliefs

about

assessment in teaching English at SMA N 2 Salatiga? (2) How is

the assessment reflected in the classroom practice? (3) Is
there any discrepancy between teachers beliefs and practice?
(4) What factors do contribute to shape teachers beliefs? And
the second section will explain the discussion of the research
finding.
1. English Teachers Beliefs on Assessment at SMA N 2
Salatiga
Based on the analysis of open ended questionnaire,
document analysis and interview; the English teachers
beliefs about assessment at SMA N 2 Salatiga could be
categorized into several components: (1) assessment, (2)
cognitive assessment, (3) affective assessment, and (4)
psychomotor
descriptions.
a. Assessment

assessment.

These

are

the

following

Assessment was a process of collecting information

to determine the students competency by judging or
giving certain score. T1 claimed that:
Assessment is the process to measure of students
ability based on indicator of assessment which
applied in the syllabus and based on the purpose of
the study. (OEQ, T1/1a)
T1 believes that assessment is very important thing
in

the

teaching

learning

process.

From

assessment

teachers can know the ability of the students about English

lesson. On the other hand, T2 said that:
Assessment is a decision to give an assessment of
the information obtained through the learning
activities undertaken by students (OEQ, T2/1a)
The teachers assessment needed to do and evaluate
regularly. T2 needed to use in authentic assessment. T2
gave variation model provided in workbook such as daily
test in fill in blank form and homework in essay form. T3
argued that:
Assessment is a process of collecting the
information thoroughly conducted continuously to
determine the ability of either the performance or
the success of students individually and in group
activities.(OEQ, T3/1a)
T3 conveyed that the assessment that the teacher did
must be based on all chapters discussed in book. The
assessment used is knowledge, activeness, attitude based
assessment. T3 just used short answer question to know
the understanding of text discussed. T4 mentions that:
Assessment is a process of gathering information
about the extent of students understanding related
materials that have been delivered as well as an
evaluation to determine the learning activities
better. (OEQ, T4/1a)

On the second point, T1 said that:

To assess the students, I usually do the daily test of
each material is completed. (OEQ, T1/1b)
T2 used daily test to assess the student. T2 did the test in
the end of material. So T2 can know the effectiveness of
the lesson has been done. T3 added that:
I was implementing authentic assessment which
every meeting. I always evaluate the performance of
them one by one. (OEQ, T2/1b)
T3 also said:
Assessment that I applied is exercises which is based
on the topic of the material. (OEQ, T3/1b)
T3 added that he sometime gives exercises to assess the
students understanding about grammar. Like give some
question such as multiple choices. After the students do the
tests, then T3 discuss the question with the students.
T4 claimed that:
I give assessment that includes the aspects of
cognitive, affective and psychomotor, (OEQ, T4/1b)
The third term is about how the teachers give assessment.
T1 said:
I usually asked the students to describe an object/
person to determine the students ability in English.
(OEQ, T1/1c)
T2 claimed:
I give a theme that suitable with the topic then I
asked students to gather for discussion to identify
issues that have been submitted. (OEQ, T2/1c)
Then T3 also said that

I give some questions orally that suitable with the

material that have been submitted. (OEQ, T3/1c)
In the other hand, T4 added that:
I ask the students to do exercises in the workbook.
(OEQ, T4/1c)
Based on the descriptions above, the assessment of four
English teachers was a way to measure the ability of
students individually or in groups with regard to the
material that was submitted as well as an evaluation of
learning activities that better. Teachers use daily test,
authentic assessment, do some exercises that related with
the aspect of cognitive, affective and psychomotor. On the
other side, teachers asked to describe an object/ person,
make discussion, give some question orally, and do
exercises in the workbook.
Table 4.1
Teachers Beliefs about Assessment
1. Assessment is a way to measure the ability of
students individually or in groups with regard to
the material that was submitted as well as an
evaluation of learning activities.
2. Teachers use daily test, authentic assessment,
some exercises that related with aspects of
cognitive, affective and psychomotor
3. Teachers asked the students to describe an

object/ person, make discussion, give some

question orally, and exercise in the workbook.
b. Cognitive Assessment

Aspect of assessment included cognitive, affective

and psychomotor. Here, the discussion will focus on
cognitive assessment. T1 claimed that:
Cognitive assessment is an assessment used to
determine the level of students mastery of
knowledge that has been mastered and became
him.(OEQ, T1/2a)
T1 added that cognitive assessment can help the teacher
to know how far the students understanding about the
material. T1 usually applies a written test related with the
theme that has been submitted. T2 also said that she
usually gives test such as recognition, comprehension,
application in accordance with the themes and skills in the
teaching English. T2 assumed that:
Cognitive assessment is way o get information about
students understanding relating to the material that
was submitted. (OEQ, T2/2a)
Cognitive assessment must be authentic to do and
evaluate regularly. Because with authentic the teacher can
know the quality of students competence in test. Its also
must be valid, objective and reliable. T2 gave oral test. So
students talked directly correspond to the question or topic
that

the

teacher

gave

in

the

class.

T2

also

used

comprehension test because it is more practical and can

find out more in the level of students abilities. T3 argued:
Cognitive assessment includes students knowledge
that they have acquired both of which have been
submitted by the teacher of from other sources.
(OEQ, T3/2a)
T3 conveyed that cognitive assessment that teacher did
must be based on the purpose of the lesson and lesson
plan. It also can measure the students abilities. So the

teacher can know the progress of the students abilities in

listening. T3 used written test in the workbook. T3
conceived of a practical exercise with a view to determine
the extent to which students are able to apply the
knowledge and skills that have been acquired. T4 mentions
that:
Cognitive assessment is a rating system that should
exist in the aspect of assessments. It used to
measure
the
maturity
level
of
students
understanding the material that has been submitted
by the teachers. (OEQ, T4/2a)
T4 said that he sometimes uses written test to assess
reading and writing, in the speaking term T4 applied oral
test. In listening, T4 gave filling gaps sentences. T4 used
comprehension test, sometimes he also used evaluation
such as practice some question and grouping (dynamic
group).
Based on the descriptions, cognitive assessment is
an assessment used to determine the level of students
skill in the knowledge that had been submitted by
teachers. Teachers used written test, oral test, exercises,
and filling gaps sentences. Teachers also did recognition,
comprehension, short question and answer.

1. Cognitive assessment is an assessment used to

Tableof4.2
determine the level
students skill in the
Teachers Beliefs about Cognitive Assessment
knowledge that had been submitted by
teachers.
2. Teachers used written test, oral test, exercises,
and filling gaps sentences.
3. Teachers also did recognition, comprehension,
short question and answer.

c. Affective Assessment
Based on open ended questionnaire it does can be
classified to be some aspects, T1 said that:
Affective assessment is an assessment that led to
the ownership of values and attitudes of students.
(OEQ, T1/3a)
T1 also said that affective assessment included attitudes
and values that the students were asked about the
response that involves attitudes or values have deep in
their soul and the teacher asked him for his opinion. T1
gave affective assessment in term the students activeness
while they do the lesson in the classroom.
Affective assessment is the assessment of student
attitudes and morals are reflected in daily habits in
the classroom. (OEQ, T2/3a)
T2 added affective assessment is rating morals and
manners

when

students

in

the

classroom.

Affective

assessment included attitudes toward teachers, to friends

and to the environment. T2 also said that component of
affective

assessment

are

politeness,

activeness

and

responsibility as the English language learning takes place.

T3 also comment, that:

Affective assessment is assessment that focuses on

the spiritual attitude of the students in learning
activities in the classroom. (OEQ, T3/3a)
T3 added that affective assessment included of the
discipline, responsibilities and attitudes of students in
following English lesson. To assess this aspect, T3 do
observation about the students attitude when they are in
the classroom. The aspect of affective are discipline,
neatness, responsibility for the lessons when the students
in the classroom. Then, T4 claimed:
Affective assessment is attitude assessment which
done while in the process of teaching and learning in
the classroom. (OEQ, T4/3a)
T4

said

that

he

sometimes

assess

about

students

activeness when they in the classroom. The aspects of

affective

assessment

are

neatness,

precious,

caution

against the tasks that have been assigned by the teacher.

From the description above can be concluded that
affective assessment is an assessment that focuses on
aspects of the values and attitudes of students in the
English class. Rate uses are observation of performance,
attitude measurement, and discipline in the classroom.
Tested

in

affective

aspect

are

liveliness,

discipline,

responsibility, and manners of the students in following the

lesson.
Table 4.3
Teachers Belief on Affective Assessment
1. Affective assessment is an assessment that
focuses on aspects of the values and attitudes
of students in English class.
2. Rate uses are observation of the students
performance, attitude measurement, and
discipline when they in the classroom
3. Tested in affective aspect are liveliness,
discipline, responsibility, and manners.

d. Psychomotor Assessment
The next aspect of assessment is psychomotor aspect.
Psychomotor is the importance one of some aspects of
English assessment. It must be measured correctly to know
the students skill. Based on open ended questionnaire
there are some opinion from the teachers. T1 assumed
that:
Psychomotor assessment is assessment of the skills
of students in participating in English language
learning process in the classroom. (OEQ, T1/ 4a)
T1 added that assessment directed to measure the
achievement of the students competence. Assessment
should be suitable with the characteristics of the basic
competencies in the form of skills to labor, product tests,
and project. T1 used portfolio to assess the students ability
in reading skill. Where the students were asked to read a
text then they re-write the text by using their language. T1
added that assessment must be based on the goal of the
learning, there were include some aspects based on the
rubric assessment. T1 apply model of assessment in the
classroom like reading aloud, writing responses, and
describing pictures. T2 stated that:
Psychomotor assessment is assessment which
relating to the skills and abilities of students. (EQ,
T2/ 4a)
T1 said that the assessment which he wants to apply in his
classroom is authentic assessment and must be structured.

Assessment has to suitable with the purpose of the study,

valid and objective. T2 used model of assessment like
completing the text with the suitable words, asking and
giving responses of short question and sometimes provided
comprehensive assessment. T3 argued:
Psychomotor assessment is assessment which
focuses on students skills in English language. (OEQ,
T3/ 4a)
T3 said that assessment can be measured of students
ability, so teachers can get the correct score for their skills
ability. Then teacher can arrange the next teaching learning
process based on the result of assessment. T3 used
summative assessment because this is more practical and
easier to corrections. Assessment conducted after the end
of the administration of a group or a larger program. T4
said that:
In
my
opinion
psychomotor
assessment
is
assessment of the students abilities and skills of
students in applying English. (OEQ, T4/4a)
T4 added that he applied structured assessment. T4 gave
the task to be collected at the end of the semester. He also
said that psychomotor assessment is very important to
conduct in English class because from this the teachers can
know the qualities and competences of the students about
their skills in listening, speaking, reading and writing.
Table 4.4
Teachers Beliefs on Psychomotor Assessment
1. Psychomotor assessment is an assessment
referring to the students skills in English
language.
2. Teachers used performance assessment,
practical, productive test which focuses on
students skills in English language
3. Teachers conducted project/ task which will
be collected by a predetermined time limit

Table 4.5
Summary of Teachers Beliefs at SMA N 2 Salatiga on
Assessment

N
o
1

Aspects
of
Assessm
ent
Assessme
nt

T1

a. Assessmen
t is the
process to
measure of
students
ability
based on
indicator
of
assessmen
t
which
applied in
the
syllabus
and based
on
the
purpose of
the study

Teachers Beliefs
T2
T3

Based
on
my opinion,
assessment
is
a
decision to
give
an
assessment
of
the
information
obtained
through the
learning
activities
undertaken
by students

Assessment
is a process
of
collecting
the
information
thoroughly
conducted
continuousl
y
to
determine
the ability
of
either
the
performanc
e or the
success of
students
individually
and
in
group
activities

T4

Summary

Assessment a. Assessment
is a process
is a way to
of gathering
measure the
information
ability
of
about
the
students
extent
of
individually
students'
or in groups
understandi
with regard to
ng
related
the material
materials
that
was
that
have
submitted as
been
well as an
delivered as
evaluation of
well as an
learning
evaluation
activities that
to
better
b. Teachers use
determine
daily
test,
the learning
authentic
activities
assessment,
better
do
some
exercises that

b. To assess
the
teacher
usually
does
the
daily tests
of
each
material is
completed

c. Usually
students
are asked
to describe
an object /
person to
determine
the ability
of students
in English
language

Aspect
cognitive

a. Cognitive
assessmen
t
is
an
assessmen
t used to
determine

Teacher
was
implementi
ng
authentic
assessment
which every
meeting the
teacher
always
evaluate
the
performanc
e of them
one by one

assessment
that
the
teacher
apply
is
doing some
exercises
which
is
based
on
the topic of
the
material

Assessment
related with
that
aspects
of
includes the
cognitive,
aspects
of
affective and
cognitive,
psychomotor
c.
Teacher
affective,
asked
to
and
describe
an
psychomoto
object/
r
person, make
discussion,
give
some
question
orally, and do
exercises
in
the workbook
Teacher
teacher
Teacher
gives
a gives some asks
the
theme that questions
students to
suitable
orally that do exercises
with
the suits
with in
the
material
the
workbook
then
the material
teacher
that
have
asks
been
students to submitted
gather for
discussions
to identify
issues that
have been
submitted

Cognitive
assessment
is a way to
get
information
about

Cognitive
assessment
includes
students'
knowledge
that
they

Cognitive
a. Cognitive
assessment
assessment is
is a rating
an
system that
assessment
should exist
used
to
in
the
determine

the level of
student
mastery of
the
knowledge
that
has
been
mastered
and
became
him

student
understandi
ng relating
to
the
material
that
was
submitted

have
acquired
both
of
which have
been
submitted
by
the
teacher or
from other
sources

b. The
teacher
usually
applied a
written
test
related
with
the
theme
that
has
been
submitted

Teacher
used
an
oral test. So
students
talk directly
correspond
to
the
question or
topic
that
teacher
gave
in
class

Teacher
was
more
use of the
written test
in
the
workbook

c. Assessme
nt that the
teacher
usually
tests
them are
recognitio
n,
comprehe
nsion,
applicatio

The teacher
does more
comprehen
sion
because it
is
more
practical
and
can
find
out
more in the
level
of

The teacher
conceived
of
a
practical
exercise
with a view
to
determine
the extent
to
which
students

aspect
of
the level of
assessment
students'
s used to
skills in the
measure the
knowledge
maturity
that had been
level of the
submitted by
students in
teachers
b.
Teachers
use
understandi
written test,
ng
the
oral test, do
material
exercise
in
that
has
the
been
workbook,
submitted
filling
gaps
by teachers
sentences
Sometimes
c.
Teachers
do
teacher was
recognition,
use written
comprehensio
tests
to
n,
assess
application,
reading and
exercise,
writing
in
short
terms
of
question and
speaking
I
answer
and
apply
the
grouping.
oral
test.
While
listening to
filling gaps
sentences
Teacher
sometimes
uses
comprehens
ion,
sometimes
teacher also
uses
evaluation
by
doing
practice

3.

Aspect
affective

n
in
accordanc
e with the
themes
and skillsskills
in
teaching
English
a. Affective
assessme
nt is an
assessme
nt that led
to
the
ownership
of values
and
attitudes
of
students
b. Rate
attitudes or
values
(attitude,
values)
that
the
students
were asked
about the
response
that
involves
attitudes or
values
have deep
in
their
soul
and
the teacher
asked him
for
his

students'
abilities

are able to
apply
the
knowledge
and
skills
that
have
been
acquired

Affective
assessment
is the
assessment
of student
attitudes
and morals
are
reflected in
daily habits
in the
classroom
Rate morals
and
manners
when
students in
the
classroom.
Attitudes
toward
teachers, to
friends and
to
the
environmen
t

Assessment
focuses on
the spiritual
attitude of
the
students in
learning
activities in
the
classroom

questions,
and
grouping
(dynamic
group)

Attitude
a. Affective
assessment
assessment is
which done
an
while in the
assessment
process of
that focuses
teaching
on aspects of
and learning
the
values
in the
and attitudes
classroom
of students in
English class
b. Rate used is
the
observation
Assessment Rate
of
of the
neatness,
performance,
discipline,
precision,
attitude
neatness,
caution
measurement
responsibili against the
,
and
ties and
tasks
that
discipline
attitudes of have been
children
in
students in assigned by
the classroom
following
the teacher
c.
Tested in the
English
affective
lessons
aspect
is
liveliness,
discipline,
responsibility,
and manners
of children in
following the
lessons

opinion
c.Teacher
gives
affective
assessmen
t in term
the
students
activeness
while they
do
the
lesson
in
the
classroom
Aspect
a. Assessment
psychomo
of the skills
tor
of students
in
participatin
g in English
language
learning in
the
classroom

politeness,
activeness
and
responsibilit
y as the
English
language
learning
takes place

The aspect
of affective
are
discipline,
neatness,
responsibili
ty for the
lessons
when
the
students in
the
classroom

Assessment
which
relating to
the
skills
and abilities
of students

Assessment
which
focused on
students'
skills
in
English
language

Teacher
sometimes
assess
about
students
activeness
when they
in
the
classroom

Psychomoto a. Psychomotor
r
assessment
assessment
is
an
is
assessment
assessment
referring
to
of
the
the students'
students'
skills
in
abilities and
English
skills
of
language
b.
Performance
students in
assessment,
applying
practical,
English
productive
b. Assessment Authentic
Teacher
Teacher did
test,
which
directed to assessment often
a structured
focuses
on
measure
in which the applied
assessment
students'
the
teacher
summative
skills
in
achieveme provides a assessment
English
nt
of comprehen .
Because
language
competenc sive
this is more
c. By providing
e.
assessment practical
project/ task
Assessment . And as and easier
which will be
s should be every
to
collected by
suitable
moment
corrections
a
with
the students
predetermine
characterist are
d time limit
ics of the assessed

basic
competenci
es in the
form
of
skills
to
labor,
product
tests,
projects
c. students
are asked
to
make
arrangeme
nts to know
the English
language
writing
ability, by
making the
dialogue
and
practice
speaking
for aspects
of speaking

related
to
performanc
e and skills
in
the
English
language

Assess the
skills of the
students
when
the
learning
process
takes place
in
the
classroom.
Teachers
always
assess the
students
attitude in
the
classroom

Assessment
conducted
after
the
end of the
administrati
on
of
a
group or a
larger
program

Teacher
gave
the
task to be
collected at
the end of
the
semester

2. The Implementations of the Teachers Belief on

Assessment
Based on the classroom observation analysis and
interview conducted during the research, the finding of the
research

demonstrated

that

the

implementation

of

teachers beliefs on assessment could be categorized into

two parts. The first was the consistency between teachers
beliefs and practices; the second was the discrepancies
between teachers belief and practices.
a. The Consistency Between Teachers Beliefs and
Classroom Practices

The result of the classroom observation about

teachers beliefs on assessment is consistent. These are
the descriptions of the implementation of teachers
beliefs on assessment aspect at SMA N 2 Salatiga as
follows:
1) Assessment
T1 did

assessment

in

the

teaching

and

learning. The kind of assessment used was formative

assessment. it could be seen the availability the
assessment based on process in which T1 always
brought the instruments of the assessment in the
class. The model of assessment that T1 implemented
was short and answer question and completing
dialogues in the workbook.
T2 used assessment in the class. T2 prepared
assessment instrument every meeting. T2 informed
to the students the aspects of the assessment such
as activeness, attitude and the test that T2 carried
out for one semester. The assessment that T2 picked
was assessment based on the learning process that
students had done for a semester. The model of the
assessment was fill the blank sentences for listening
assessment, make dialogue and conversation for
speaking, reading aloud and short and answer
question for reading assessment and make short
story for writing assessment.
T3 conducted assessment in the teaching. T3
always wrote down the score of the students work.
T3 would call the students names one by one or
checking the students tasks in the classroom. When
T3 had not given yet the assessment to do T3 would
do scoring based on the students contribution

(activeness).

T3

considered

all

the

results

of

assessment conducted by T3. It could be inferred

that T3 applied the formative assessment. While, the
model of assessment that T3 utilized was similar to
T1 and T2 namely short and answer question and
completing a dialogue.
In the classroom practice, T4 reflected that T4
did the assessment in the teaching and learning. T4
prepared

the

teaching

instrument

and

its

assessment. The focus of the assessment that T4

mentioned included three aspects of assessment
namely cognitive, affective and psychomotor. T4
used was formative assessment stressing on the
whole teaching and learning for one semester. The
model of assessment that T4 made was essay, short
and answer question and completing dialogue. T4
used essay model when T4 attempted to measure
the students comprehension about text. T4 used
short and answer question when T4 tested the
grammatical aspect and T4 -implemented completing
a dialogue to arrange and compose conversation to
know the students writing skill.
Table 4.6
Result of Classroom Observation of Teachers Beliefs on
Assessment
Teachers Beliefs
on Assessment
1. Teachers
give
assessment
in
the classroom
2. Assessment
orientates
on

Checklist of
Classroom
Practice
Yes
No
V

Note
The teachers do the
assessment in every
meeting
The teachers write
down the result of

teaching
and
learning process
3. The teachers use
an
essay
to
assess
the
students
4. The teachers use
a
short
and
answer question
to assess the
students

5. The teachers use

completing
a
dialogue
to
assess
the
students

2) Cognitive Assessment
From the observation

assessment that they

have done
The
teachers
use
essay
when
they
examine
the
comprehension of the
students
The
teachers
use
short
and
answer
question when they
want to know the
understanding
of
grammatical
knowledge
The teachers apply
completing
the
dialogue to test the
students writing skill

and

interviews,

the

researcher can divided the teachers perception, they

are:
T1

did

assessment

in

cognitive

aspect.

Assessment which T1 conducted is related with the

theme that has been submitted by the teacher. T1
used written test, recognition, comprehension and
application.
T2 gave assessment in cognitive aspect. T2
assessed the students about their understanding of
English. Assessment is based on rubric and principles
of assessment. T2 used comprehension and oral test.
T3 did assessment to know the cognitive
aspect. Assessment is based on students capacity
and students understanding. T3 used Assessment is
written test, exercise with a view to determine the

extent to which students are able to apply the

knowledge and skills that have been acquired.
T4 gave assessment to know the cognitive
aspect. Assessment oriented in process. T4 used
comprehension,

evaluation

by

doing

practice

question and grouping.

Table 4.7
Result of Classroom Observation of Teachers Beliefs on
Cognitive Assessment

Teachers Beliefs on
Cognitive Aspect

1. Teacher give cognitive

assessment in the
classroom
2. Assessment orientates
on teaching and
learning process
3. The teachers use
written test to know the
student understanding
4. The teachers use
recognition to assess
the student
5. The teachers use
completing a dialogue
to assess the students
6. The teachers do
exercise to assess the
student
7. The teachers do
comprehension to
assess the students

Checklist
of
Classroo
m
Practices
Yes
No
V

Note

The teachers do the

assessment in every
meeting
The teachers write down
the result of assessment
that they have done
The teachers use written
when they examine the
comprehension of the
students
The teachers use
recognition when examine
reading skill
The teachers apply
completing the dialogue to
test the students writing
skill
The teachers do exercise
when the material is done
Teachers do
comprehension when
examine the students

understanding
The teachers do application
to know the understanding
of grammatical knowledge
The teacher s make
grouping to discuss some
topic and the students
must presented in front of
the classroom

8. The teachers do
application to assess
the students
9. The teachers make
grouping to assess the
students

3) Psychomotor Assessment
Based on the classroom observation analysis and
interview conducted during the research, the finding
of research demonstrated that the implementation of
teachers beliefs on psychomotor assessment could
be showed such as the following description:
T1 gave psychomotor assessment in

the

classroom. Assessment directed to measure the

achievement

of

competence.

Assessment

that

conducted by T1 is suitable with the characteristics

of the basic competencies in the form of skills to
labor, product test and project test. T4 asked to the
students to make arrangements to know the English
language writing ability, by making the dialogue and
practice speaking for aspects of speaking.
In the classroom practice, T2 conducted
psychomotor assessment. T2 prepared assessment in
every meeting. T2 conducted authentic assessment
in which the teacher provides a comprehensive
assessment and as every moment students are
assessed related to performance and skills in the
English language. T2 assessed the skills of the
students when the learning process takes place in

the classroom. T2 always assess the students

attitude in the classroom.
T3 used psychomotor assessment. Assessment
focused o students skills in English language. T3
often applied summative assessment because this is
more

practical

conducted

the

and

easier

assessment

to
in

corrections.
the

end

of

T4
the

administration of a group or a larger program.

In the classroom practice, T4 used assessment.
T4 did a structured assessment. T4 gave the task to
be collected at the end of the semester. T4 also used
essay model when t4 attempted to measure the
students comprehension abut text.
Table 4.8
Result of Teachers Beliefs on Psychomotor Aspect of
Assessment

Teachers Beliefs on
Assessment

1. Teacher give
psychomotor
assessment in the
classroom
2. Assessment orientates
on teaching and
learning process
3. The teachers use
performance
assessment to assess
the psychomotor
4. The teachers use
practical productive test

Checklist
of
Classroo
m
Practices
Yes
No
V

Note

The teachers do the

assessment in every
meeting
The teachers write down
the result of assessment
that they have done
The teachers use
performance assessment
when they examine the
students skill in speaking
The teachers use practical
productive test to assess

5. The teachers use

project/ task with
predetermined time
limit

the students writing skill

The teachers use project to
assess the students skill in
all aspect.

b. The Discrepancies Between Teachers Beliefs and

Classroom Practices
Based on the classroom observation conducted there
was one discrepancy between teachers beliefs aspect
and classroom practice namely Affective Assessment.
1. Affective Assessment
All of the English teachers in SMA N 2 Salatiga
conveyed that they conducted affective assessment.
They claimed that they applied the sequence of
affective assessment cycle. Based on the result of
classroom observation, the researcher found the
discrepancy between teachers beliefs and classroom
practices on affective assessment. All the English
teachers do not practice affective aspect. They just
focused on cognitive and psychomotor aspect, but
they dont care with affective aspect. These are the
illustration as follows:
T1 came to the class, checking the attendance
list, and then T1 asked about the previous material.
T1 mentioned the learning objective of the day while
suggesting the students to take out the workbook. T1
did apperception related to the topic of the day. T1
gave question to some students if the students could
not answer the question, T1 explained again. T1 was
not to talk much. It was about seven to fifteen

minutes to explain or present the material. After that,

T1 suggested the students to work the task in the
workbook. In some meeting, T1 produced own
material like worksheet to the students. While waiting
the students worked the task, T1 looked around
would guide and assist the students. After the
students had finished their work, T1 would call the
students or offered the students to jot down the
answers on the white board.
T2 prepared the stuffs that T2 used in the class.
T2 entered to the classroom and greeted the
students.

T2

implemented

the

same

classroom

procedure. At first, T2 asked the previous topic that

had discussed if the students did not have the
problems, T2 would get on the next topic in the
workbook then T2 presented the material based on
the sequence of the workbook as primary source in
the class.

T2 had just explained the material for

about five to twelve minutes. T2 preferred the

students to work the task to listen the explanation of
T2. T2 had almost similarity how T2 treated the
students in the class by monitoring the students
activeness and checking the task given. T2 provided
fifteen to twenty minutes for the students to work the
task then T2 would suggest the students to change
the work with other friends to correct the students
task and T2 pointed out the students to work in front
of the class and wrote down the students work on
the white board.
The
implementation

of

the

classroom

procedure practices was PPP (Presentation, Practice

and Production). In the beginning, T3 opened the

class by greeting and checking the attendance list of
the

students.

T3

started

stating

the

learning

objective in the classroom. Then T3 asked for the

students to take the workbook then paid attention to
the explanation of the lesson. T3 begun to read the
text then explained after that T3 ordered the
students work in group or work individually based on
the instruction in the workbook. T3 gave a couple of
minutes for the students to do the task and T3
checked what the students were doing by looking
around the classroom and asking about the task that
T3 gave. When the T3 looked the students had done
their task. Then, the teachers called the students
name and the students must do the task in the white
board.
T4 had similar classroom procedure that other
teachers did. T4 applied PPP (Presentation, practice
and production). The sequence of the learning was in
the early time of the teaching, T4 gave short
question about the previous material and T4 tried to
correlate the previous material to the recent material
then T4 presented the material and explained in
detail. After T4 did presenting the material, T4 would
demand the students to work the task or exercise
available in the workbook. T4 would ask for the
students to change their workbook with other friends
and T4 would choose some students to read or write
the students answers.
Table 4.9

Result of Teachers Beliefs on Affective aspect of

Assessment
Checklist
of
Classroo
m
Practices
Yes
No

Teachers Beliefs on
affective Aspect

1. Teacher give affective

assessment in the
classroom
2. Assessment orientates
on teaching and
learning process
3. Teachers make
observation to assess
the students attitude

4. The teachers make

standard to assess
affective aspect
From

the

descriptions

Note

The teachers do not give

affective assessment in
every meeting
The teachers do not write
down the result of
assessment that they have
done
The teachers do not use
observation of
performance, attitude,
measurement and
discipline to know the
students affective aspect
The teachers do not make
standard to know the
quality of the students
attitude
stated

above,

the

researcher would like to infer the result of classroom

observation conducted during the research. English
teachers

beliefs

and

classroom

practices

on

assessment point out that there are consistency and

discrepancies of English teachers beliefs and their
classroom practices. The consistent beliefs are about
(1) assessment practice (2) cognitive assessment (3)
Psychomotor assessment whiles the discrepancy of
the beliefs in the affective assessment. This table will

summarize the result of consistencies of teachers

beliefs and discrepancy of the teachers beliefs about
assessment.
Table 4.10
The Result of Consistencies of Teachers Beliefs and
Discrepancy of the Teachers Beliefs on Assessment

Aspects
of
Beliefs

Assessment

Consistencies of Teachers Belief

Resul
t

Teachers Beliefs

T1
a. Teacher
gives
assessm
ent in the
class

T2
Teachers
gives
assessmen
t in the
class

T3
Teacher
gives
assessm
ent
in
the class

T4
Teacher
gives
assessme
nt in the
class

b. Assessm Assessmen
ent
t oriented
focused
on process
on
learning
process
(objectiv
e
and
valid)

Assessm
ent
is
based on
process
and
cognitive
,
affective
and
psychom
otor
aspect
Teacher
used
exercise
which

Assessme
nt
is
based on
purpose
of
the
study

c. Teacher
used an
oral test,
short and

Teacher
used
authentic
assessmen

Teacher
used
exercise
in
the

Checklis
t of
Classroo
Note
m
Practice
s
Yes No
V
T1
and
T2
give
motivatio
n to the
students
to keep
spirit in
the
learning
V
T3 guide
the
students
in
the
learning
process
and give
explanati
on based
on
the
students
capacity
V
The
teachers
used oral
test,

Cognitive aspect

answer
question

based on workbook
the topic
of
the
material

a. Teachers
gives
assessm
ent
in
cognitive
aspect

Teacher
gives
cognitive
assessmen
t

Teacher
always
assess
the
students
about
cognitive
aspect

Teacher
gives
cognitive
assessme
nt

b. Assessm
ent
related
with the
theme
that has
been
submitte
d
c. Teacher

Assessmen
t is based
on
the
rubric, and
principles
of
assessmen
t

Assessm
ent
is
based on
students
capacity
and
students
understa
nding
Teacher

Assessme V
nt
oriented
on
process

Teacher

Teacher

authentic
assessme
nt,
exercise,
short and
answer
question
T1 gives
cognitive
assessme
nt when
the
material
is done,
T2 gives
assessme
nt when
the
lesson is
run,
T3
gives
assessme
nt in the
end
of
meeting,
T4
give
assessme
nt
pretest and
post test
The
teachers
give
motivatio
n
when
will
be
held
a
test
Teachers

Psychomotor aspect

used
written
test,
recogniti
on,
compreh
ension,
applicati
on

used
comprehen
sion
and
oral test

used
written
test,
exercise
with
a
view to
determin
e
the
extent to
which
students
are able
to apply
the
knowled
ge
and
skills
that
have
been
acquired
a. Teacher
Teacher do Teacher
gives
assessmen gives
assessm t to assess assessm
ent
for psychomot ent
to
psychom or
of know the
otor
students
students
aspect
skills

used
compreh
ension,
evaluatio
n
by
doing
practice
question,
and
grouping

Teacher
V
gives
assessme
nt
for
psychom
otor
aspect

used
written
test,
recogniti
on,
compreh
ension,
applicatio
n,
oral
test,
exercise,
and
grouping

Teachers
always
give
assessme
nt
to
know the
students
skill
about
English
like
in
listening,
speaking,
reading
and
writing

b. Assessm
ent
directed
to
measure
the
achieve
ment of
compete
nce,
assessm
ent
should
be
suitable
with the
character
istic
of
the basic
compete
ncies
c. Teacher
gives
structural
assessm
ent and
project
assessm
ent

Authentic
assessmen
t in which
the teacher
provides a
comprehen
sive
assessmen
t,
and
every
moment
students
are
assessed
related to
performanc
e and skills

assessm
ent must
be
accurate,
valid,
reliable
and can
measure
the
students
skill
in
English
lesson

Assessme V
nt should
be
structural
and
systemati
c

Assessm
ent
should be
suitable
with the
principles
of
assessme
nt.

Teacher
gives
productive
test
like
make
a
text, short
story,
make
conversati
on, etc

Teacher
gives
project
assessm
ent end
must be
complete
d in the
of
the
semester

Teacher
V
gives
summativ
e
assessme
nt

Teachers
give
structural
assessme
nt,
project
assessme
nt,
productiv
e
assessme
nt,
and
summati
ve
assessme
nt

Afectiv
e
aspect

English Discrep
ancy of

a. Teacher
do
affective
assessm

Teacher
gives
assessmen
t
about

Teacher
gives
assessm
ent

The
teacher
sometime
s assess

2. The Factors Contributing to Shape Teachers

Beliefs at SMA N 2 Salatiga
Based on the interview carried out by the
researcher, there are four factors that shape the
teachers beliefs and classroom practices at SMA N 2
Slatiga. Those are (1) experience as language learner
(2) training (3) personality factor (4) experience
works best. This is the following explanation of the
teachers shape the English teachers beliefs.
a. Experience as language learner
Not all English teachers had a dream to be
English teachers. One of the teachers (T2), in the
beginning T2 had a plan to be an engineer of the
agriculture because T2 did not pass the entrance
examination, finally T2 selected to be an English
teacher as T2s interest. T1, T3, and T4 agreed
that education had huge impact to build the
beliefs, the education process from the first the
teachers studied English to the last education they
gained strongly shape their beliefs. Then T1 said
that:
The education process which I undergo in
the beginning of English learning after I
graduated from English education has
important role to shape my beliefs to
conduct teaching and learning activity.
(T1, Interview, November 2nd, 2016)
From the discussion above, it could be
summed up that education during the study in

The
teacher
do
not
give

school as well as in university played important

role in shaping teachers beliefs and how the
beliefs drive them to follow and implement in the
practice.
b. Training
Most of the teachers believed that training has
big

influence

to

the

teachers

beliefs

and

classroom practices. T1, T2, T3 and T4 were aware

that training time by time could modify the beliefs
they had hold. T1 noted that:
The training that I participate strongly
influence my beliefs that I have, it strengthen
my classroom practices. (T2, Interview,
November 3rd 2016).
From

the

information

above,

it

could

be

concluded that the trainings they participated

assisted them to enrich the teaching foundation
and regularly shaped their beliefs. When they
conducted teaching, they felt that there were
assumptions underlie before selecting a precise
approach, method, roes in the teaching and
learning as well as assessment activity.
c. Personality factor
T4 argued that personality drove the teacher to
do what the inside belief tells and indirect it was
reflected in the practice. Although, personality
factors had emerged as dominant belief, it could
not be ignored that personality factor was caused
by the accumulation of teaching experience,
training and books as well as article publication to
shape the beliefs.
Personality, my beliefs come from the
personal factors, it probably is resulted from
my teaching experiences in the class.

Trainings, books or articles that I read

exaggerate a push and ideas how I am
supposed to teach in the class, elder
brother. (T4, Interview, November 4th 2016).
d. Teaching experience works best
All teachers believed that the most dominant
factors

that

influenced

teachers

beliefs

are

teaching experience work best. They affirmed that

automatically what they had undergone cause the
implementation in the classroom. T3 added:
What we undergo in the class influences
our teaching practices, then it contributes
strongly if the event that we undergo many
times. (T3, Interview, November 6th 2016).
B. Discussion of The Research Findings
The discussion of research findings was discussed on
analysis

of

the

research

findings.

In

this

part,

the

researcher would like to divide the discussion into two

sections.

The

first

section

will

discuss

about

the

comparison between research findings of the current study

and research findings of previous studies, then the second
section will discuss about the compatibility between
research findings of the current study and the theories.
1. The Comparison between Research Findings of
the Current Study and Research Findings of
Previous Study
This part, the researcher would like to compare the
findings of the current study with the previous studies to
place the position of the research. These are the
following descriptions:
a. The Consistencies of English Teachers Beliefs
and Classroom Practice.

Based on the analysis of the research, the

writer found the consistencies between teachers
beliefs and the classroom practices. This is a
consistent component to English teachers beliefs at
SMA N 2 Salatiga. This description will give vivid
description of the research.
1) Assessment
Teaching and learning in the class required
assessment

to

know

the

improvement

or

development of the learning activity. Assessment

was

way

to

know

and

individual

or

group

competence

materials

that

had

evaluation source.
The teachers

been

beliefs

measure

students
about

presented
and

the

and

the
as

classroom

practice about assessment were obviously varied.

T1 and T2 tented to orientates on the process of
learning

in

the

class,

then

T3

looked

the

assessment based on the students activeness,

attitude and learning process while T3 proposed
that assessment must be based on the three
aspects

namely

cognitive,

affective

and

psychomotor. The classroom practices of the four

English teachers at SMA N 2 Salatiga illustrated
the beliefs with the different models for instance
T1 and T2 took short and answer question in oral
form to assess the students understanding and
sometimes T1 and T2 used completing a dialogue.
T3 and T4 used short and answer question in
written question to examine the understanding of
the grammatical structure. In assessment all the

teachers

would

calculate

the

whole

scores

recapitulated as assessment source like daily test,

mid-term test and final test to convert into proper
score that illustrated the competency of the
students.
The finding of the study was correspondent
with Yoshiharas work (2011). He stated that
teachers beliefs and practice were significant or
matched

with

the

beliefs.

In

another

study

conducted by Tran and Dangs work (2013)

insisted that the teachers beliefs had positive
correlation between teachers beliefs and their
classroom practices.
b. Discrepancy of English Teachers Beliefs and
Classroom Practices
Based on the result of analysis on open ended
questionnaire

and

classroom

observation,

the

researcher detected that not teachers beliefs and

classroom practices was consistent. The researcher
found that there is one aspect of the English teaching
components was discrepancy with the teachers
beliefs namely affective assessment. This is the
following explanation:
In the classroom, the researcher had found the
discrepancy between teachers beliefs and classroom
practices. The teachers claimed that they took
affective assessment, use model when they took
assessment,
assessment,

give
and

variation
based

on

when
the

they

principles

did
of

assessment, but in the classroom practice, the

researcher did not find the consistency between

teachers beliefs and their classroom practice. The

researcher found that they tended to use cognitive
and psychomotor assessment in every teaching and
learning.
This current finding supported Buyukkarei. He
concentrated on assessment beliefs and practices of
language

teachers

in

primary

education.

They

attempted to examine relationship between teachers

beliefs and practice. He revealed that there was no
correlation between teachers beliefs and practice on
assessment. The result of the study showed that
language

teachers

do

not

apply

formative

assessment practices as required in the national

curriculum. Instead of using assessment formatively,
they mostly use assessment for summative purpose.
c. The Factor Shape Teachers Beliefs and
Classroom Practices
The factors or source of teachers beliefs and
classroom practices were influenced by a number of
factors and those factors were bounded with the
context.

In

this

current

study,

the

researcher

conveyed that the factors were responsible for

shaping the teachers beliefs and practice were: (1)
experience as a language learner, (2) teachers
training or workshop they participate, (3) personality
factor and (4) experience work best. While, Canh
(2011) proposed three factors that shaped teachers
beliefs

were:

(1)

experiential

knowledge,

(2)

institutional factors such as the learning culture, the

assessment

tradition

and

(3)

the

community where teachers socialize.

professional

Mohamed (2006) had own perspective related

the source of teachers beliefs. He mentioned three
were

two

factors

(1)

personal

motivation,

the

personal factors would drive the teachers in every

classroom practice and (2) school culture, the policy
that the school created was a role that the teachers
were supposed to follow to synchronize among the
teachers.
2. The compatibility between Research finding of the
Current Study and the Theories.
In this section, the researcher would like to discuss
the topic of the findings between the previous studies
and current study then the findings will be correlated
with the theories to see the compatibility with the
theories.
a. Consistencies of English Teachers Beliefs and
Classroom Practices
Based on the discussion between previous
studies and the current study, the researcher finds
the compatibility between teachers beliefs and the
classroom

practices.

There

are

the

following

descriptions:
1) Assessment
Assessment was one of integral components in
teaching. It could be separated in the teaching
and learning process. The teachers had the beliefs
that assessment was way to know and measure
students individual or group competence about
materials
evaluation

that

had

source.

been

presented

and

The

existence

of

as
the

assessment would depict large picture of the

teaching in the classroom. That statement about

assessment was compatible with Browns theory

(2003: 34). The English teachers at SMA N 2
Salatiga applied the assessment based on the
process

that

covered

three

aspect

of

the

assessment as consideration to judge and gave

the

source

namely

cognitive,

affective

and

psychomotor.
The type of the assessment was categorized as
formative

assessment.

The

source

of

the

assessment was based on the learning process

that includes weekly test, mid-term test and final
test. While the models of the assessment were
varied based on the competency that would be
evaluated or examined such as multiple choices,
essay, short and answer question.
b. Discrepancy of English Teachers Beliefs and
Classroom Practice
In the analysis of the research finding was
detected that not teachers beliefs and classroom
practice was consistent. The researcher found that
there was one aspect of the English teaching
components was discrepancy with the teachers
beliefs. This fact was supported by some previous
studies conducted by Gullikers work (2006), Sikka,
Nath and Cohens work (2007), Rogers, Cheng and
Hus work (2007), then Buyukkareis work (2014).
This is the following explanation:
1) Affective Assessment
The teachers had shared same idea about
affective

assessment.

They

proclaimed

that

assessment was a series of steps in teaching and

learning process to make meaningful learning

condition

and

understanding

to
of

know
the

the

quality

students

about

and
the

materials. The statement was correspondent with

Brown (2004: 4), it was stated that assessment is
ongoing process that encompasses a much wider
domain. Whenever a student responds to a
question, offers a comment, or tries out a new
word or structure, the teachers subconsciously
makes

an

assessment

of

the

students

performance. The teachers at SMA N 2 Salatiga

claimed that the assessment procedure follows
principles

of

assessment

namely:

practically,

reliability, validity, authenticity, and wash back.

They also claimed that they use affective aspect
in assessment activities.
In the classroom practices, the researcher did
not find the consistency of the four English
teachers; however they implemented cognitive
and psychomotor assessment. All the teachers
always demonstrated the sequences of cognitive
and

psychomotor

assessment,

the

first

the

teachers asked the students to open the workbook

and listened to the teachers explanation, after
that the teachers would suggest the students to
do or work task available in the workbook or
textbook and in the last minutes of the teaching,
the teachers would demand the students to write
the answers of the questions on the white board
while the teachers were doing assessment based
on those works.

There

were

number
as

of

assessment

formative

assessment,

procedures

such

summative

assessment,

formal

assessment,

informal assessment and authentic assessment.

The English teachers preferred to use summative
assessment because the effectiveness of the
implementation of summative assessment than
other assessment. They claimed that students still
found the problems to follow the new procedure
recommended

in

School

Based

Curriculum

Building of Knowledge or Curriculum 2013.

The current finding of this study was relevant
with the theory proposed by Richard & Rodger
(2009;

162).

The

selection

of

summative

assessment is because summative assessment

was a common assessment that had been used
for years. The procedure was easily followed both
the teachers and the students.
c. The Factors Contributing to Shape Teachers
Beliefs and Classroom Practices
Teachers Beliefs always drew the attentions to
discuss in teaching. Recognizing the main source how
the beliefs were constructed or shaped could assist
the teachers, education trainers and education itself
to advance the quality of teaching for the better
education. The current findings of the study found
the main sources of teachers beliefs at SMA N 2
Salatiga namely: (1) experience as language learner,
(2) training or workshop the teachers participate, (3)
the personality factors and (4) experience works best
in the classroom.

This current finding supported and affirmed

what Muijs and Reynolds work (2011), the similarity
of the source of teachers beliefs was in the
experience as language learner and teacher training.
Muijs and Reynold added the other factors of
teachers beliefs namely: (1) the school culture where
the norms and values from the place, and (2) the
experience of life and professional development that
can overtime modify their beliefs.
This current finding was also in tune with Borg
(2003), he used the different term. He preferred to
use

prior

experience

instead

of

experience

as

language learner, Coursework (seminar or training),

teachers teaching experience (experience works
best in the teaching).
Similarity, the finding supported and insisted
the theory conveyed by Kindsvatter, Willen, and
Ishler (1988) cited in Ricard and Lockhart (1997),
they attempted to investigate the dominant factors
constructing the teachers beliefs, they bounded the
factors into six: (1) their own experience as language
learners (2) experience of what works best (3)
established

practice

(4)

personality

factors

(5)

educationally based or research-based principles (6)

principles derived from an approach or method.